Academic Agency: The Impact of Underlying Dispositions That Affect Teachers' Sense of Responsibility to Educate All Children in a Middle Grades Mathematics Classroom

Autor/in	Poling, Lisa Lanette
Titel	Academic Agency: The Impact of Underlying Dispositions That Affect Teachers' Sense of Responsibility to Educate All Children in a Middle Grades Mathematics Classroom
Quelle	In: International Journal for Mathematics Teaching and Learning, 21 (2020) 1, S.54-76 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Teacher Responsibility; Teacher Attitudes; Middle School Teachers; Mathematics Instruction; Self Efficacy; Teacher Effectiveness; Pedagogical Content Knowledge; Context Effect; Classroom Environment; Correlation; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Lehrverpflichtung; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Klassenklima; Unterrichtsklima; Korrelation
Abstract	Based on the novel framework of Academic Agency, this study explored how a teacher's sense of efficacy, commitment, and knowledge influenced their overall sense of responsibility in instructing all children in the science of mathematics. This study employed a two-phase data collection process in which surveys, classroom interviews, and observations were used to examine practicing teacher's beliefs regarding efficacy, commitment, content knowledge, and responsibility. Pearson Correlation and Multiple Linear Regression were employed as analysis tools to identify the direction and strength of the relationships existing between variables. Findings suggest that there is a positive correlation between a teacher's sense of efficacy and their overall sense of responsibility and also a teacher's sense of efficacy and of mathematics teaching efficacy. The second phase of the study, participant interviews, and observations provided a more detailed look at how four purposefully selected educators enacted their articulated beliefs. Hour-long semi-structured interviews were conducted along with classroom observation. The qualitative data collected from the four individuals were analyzed using NVivo software. Based on recorded coding structures, individuals were placed into four predetermined categories ranging from "Custodial Emphasis" to "Focused Academic Agent." Findings suggest that a sense of responsibility may be a factor in educational decisions. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01