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Full-Text Articles in Education
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Faculty Publications
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.
Facilitating Pre-Service Teachers To Engage Emergent Bilinguals In Productive Struggle, Benjamin T. Dickey, Jim Ewing, Melissa Caruso, Emily D. Fulmer
Facilitating Pre-Service Teachers To Engage Emergent Bilinguals In Productive Struggle, Benjamin T. Dickey, Jim Ewing, Melissa Caruso, Emily D. Fulmer
Journal of Multicultural Affairs
This study utilized a multiple case study with qualitative research to examine how Pre-service teachers (PSTs) might engage Emergent Bilinguals (EBs) in productive struggle—grappling to solve problems (Warshauer, 2015). The researchers created a rubric based on Warshauer’s (2015) case study to record the types of questions PSTs asked as they tutored fourth grade EBs. Warshauer (2015) claimed PSTs should allow students more wait time and ask questions. She referred to such questions as affordance and probing guidance, which facilitates productive struggle. In order to discover more about the PSTs’ thinking, the researchers interviewed the PSTs before and after their first, …
Examining Ec-6 Pre-Service Teachers' Perceptions Of Self-Efficacy In Teaching Mathematics, Tonya D. Jeffery, Lisa D. Hobson, Sarah J. Conoyer, Karen E. Miller, Lesley F. Leach
Examining Ec-6 Pre-Service Teachers' Perceptions Of Self-Efficacy In Teaching Mathematics, Tonya D. Jeffery, Lisa D. Hobson, Sarah J. Conoyer, Karen E. Miller, Lesley F. Leach
Faculty Publications
Mathematics teacher quality has become a major focus in national education reform efforts. In addition, there is an increasing interest in the effectiveness of teacher preparation programs and the undergraduate preparation of elementary mathematics teachers. Empirical evidence suggests that teacher attitudes, behaviors and values, or dispositions, towards teaching have a significant impact on student outcomes. The purpose of this study is to survey juniors and seniors in an undergraduate teacher preparation program to gauge their perceptions of self-efficacy and comfort with teaching mathematics. The results have implications for, and reaffirm concerns about the undergraduate preparation of elementary mathematics teachers.
Walking The Walk: Authentic Science And Mathematics Research Conducted By Preservice And Inservice Teachers, Cherie Mccollough, Tonya D. Jeffery, Kim Moore
Walking The Walk: Authentic Science And Mathematics Research Conducted By Preservice And Inservice Teachers, Cherie Mccollough, Tonya D. Jeffery, Kim Moore
Faculty Publications
No abstract provided.