دورية أكاديمية
Mathematics Success of Black Middle School Students: Direct and Indirect Effects of Teacher Expectations and Reform Practices
| العنوان: | Mathematics Success of Black Middle School Students: Direct and Indirect Effects of Teacher Expectations and Reform Practices |
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| اللغة: | English |
| المؤلفون: | Woolley, Michael E., Strutchens, Marilyn E., Gilbert, Melissa C., Martin, W. Gary |
| المصدر: | Negro Educational Review. Spr-Win 2010 61(1-4):41-59. |
| الإتاحة: | Negro Educational Review, Inc. NER Editorial Offices, School of Education, 1601 East Market Street, Greensboro, NC 27411. Tel: 412-648-7320; Fax: 412-648-7081; Web site: http://www.oma.osu.edu/vice_provost/ner/index.htmlTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2010 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 6 Grade 7 Grade 8 Middle Schools |
| الواصفات: | Middle School Students, Structural Equation Models, Mathematics Tests, Student Motivation, Learning Motivation, Teaching Methods, Academic Achievement, African American Students, Teacher Expectations of Students, Student Attitudes, Educational Change, Mathematics Achievement, Standardized Tests, Scores, Time on Task, Time Management, Measurement Techniques, Predictor Variables, Outcomes of Education, Correlation, Measures (Individuals), Program Effectiveness, Instructional Effectiveness |
| مصطلحات جغرافية: | Alabama |
| معرفات التقييم و الدراسة: | Stanford Achievement Tests |
| تدمد: | 0548-1457 |
| مستخلص: | Student self-report data from 933 Black middle school students and standardized mathematics test scores (SAT-10) were used to examine the relationship among student perceptions of teacher expectations and reform instructional practices, aspects of student motivation, and three student mathematics performance outcomes--time spent studying, expected grade in mathematics, and SAT-10 Math scores. Structural equation modeling was used to examine the influence of the teacher variables on student outcomes, as mediated by student motivation. Students who reported greater teacher use of reform practices and higher teacher expectations showed more desirable levels of motivation to learn mathematics. Teacher use of reform practices and higher teacher expectations had direct effects on SAT-10 scores, as well as indirect effects on all three mathematics outcomes examined mediated through the three aspects of student motivation. Finally, multiple squared correlations revealed meaningful proportions of variance explained in student motivation and mathematics outcome variables ranging from 4% to 29%. (Contains 11 footnotes, 4 tables, and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 54 |
| Entry Date: | 2011 |
| الوصول الحر: | http://oma.osu.edu/vice_provost/ner/index.htmlTest |
| رقم الانضمام: | EJ908042 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0548-1457 |
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