Browsing by Subject "expectations"

Now showing 1 - 2 of 2
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    How Teacher Self-efficacy and Mindset Influence Student Engagement and Math Performance
    (2020-07) Thayer, Andrew
    Research continues to support the association between school engagement and math achievement, and active engagement in early elementary mathematics education appears to cascade into long-term math achievement. Teacher beliefs about themselves and their students and their behavior has the potential to influence student engagement and achievement. This study investigated how teacher self-efficacy, teacher implicit theories of intelligence, and the effectiveness of their math instruction practices influence multiple domains of student engagement and achievement. Using structural equation models, the relative importance of teacher beliefs and behaviors were explored. Specifically, the hypothesis that a teacher’s instructional behavior mediated the influence of their beliefs on students’ mathematics outcomes was tested. In order to determine how different subgroups of teachers influence student outcomes, mixture modeling was used to classify teachers according to their beliefs and behaviors. Results were unexpected and did not support initial hypotheses. Teachers’ self-efficacy and instructional effectiveness were not related to dimensions of student math engagement and performance. Teachers’ implicit theories about their students’ intelligence evidenced a positive relationship with behavioral engagement. Four teacher subgroups were identified that differed primarily in their implicit theories. There were mostly no differences in student outcomes between teacher subgroups. Implications for research, theory, professional development, and measurement are included.
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    The Obstacles to Remote Learning for Undergraduate, Graduate, and Professional Students
    (SERU Consortium, University of California - Berkeley and University of Minnesota., 2020-07) Soria, Krista M.; Chirikov, Igor; Jones-White, Daniel
    The vast majority of students at research universities—96% of undergraduate students and 88% of graduate students—experienced at least one obstacle in their transition to remote learning, according to the recent Student Experience in the Research University (SERU) Consortium survey of 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities. The biggest obstacle among undergraduate, graduate, and professional students was the lack of motivation for remote learning during the pandemic. Other common obstacles included lack of interaction with other students, inability to learn effectively in an online format, and distracting home environments or lack of access to appropriate study spaces. The obstacles vary by students’ social class background and major/program.