A Multilevel Analysis of the Impact of Teachers' Beliefs and Mathematical Knowledge for Teaching on Students' Mathematics Achievement

Autor/inn/en	Ekmekci, Adem; Corkin, Danya M.; Fan, Weihua
Titel	A Multilevel Analysis of the Impact of Teachers' Beliefs and Mathematical Knowledge for Teaching on Students' Mathematics Achievement
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 12, S.57-80, Artikel 4 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Teacher Attitudes; Beliefs; Pedagogical Content Knowledge; Mathematics Instruction; Mathematics Achievement; Elementary School Teachers; Middle School Teachers; Teacher Competencies; Teacher Effectiveness; Faculty Development; Racial Differences; Ethnicity; Gender Differences; Socioeconomic Influences; Prior Learning; Poverty; Urban Schools; Correlation; Elementary Secondary Education; Student Characteristics; Teacher Characteristics; Texas (Houston) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Sozioökonomischer Faktor; Vorkenntnisse; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation
Abstract	Teachers' content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers'--who teach in high-poverty urban schools--professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students' math achievement. Hierarchical linear modeling (HLM) results indicated that although students' prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers' MKT and holding a bachelor's degree in mathematics had significant positive effects on students' math achievement. Results provide support for professional development (PD) to focus on improving mathematics teachers' mathematical knowledge for teaching. Results may also have implications for education policies at both the district and state level for teacher incentives to further develop teachers' mathematical knowledge for teaching, especially for urban school teachers. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01