Research Anthology on Facilitating New Educational Practices Through Communities of Learning
Research Anthology on Facilitating New Educational Practices Through Communities of Learning

Author: Management Association, Information Resources

Publisher: IGI Global

Published: 2020-10-30

Total Pages: 843

ISBN-13: 1799872955

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With the future of education being disrupted and the onset of day-to-day uncertainties and challenges that have to be solved quickly, teachers are now turning to professional development communities/support communities where they can share and learn about effective practices to use in the classroom. While transitioning to blended or online learning and keeping up with the technological advances in education, these communities provide an essential backbone for teachers to rely on for support and updated knowledge on what educational practices are being utilized, how they are working, and what solutions have been found for the ever-changing climate of education. Research on the benefits and use of these communities, as well as on the latest educational practices, is essential in teacher development and student learning in the current culture of a rapidly changing educational environment. The Research Anthology on Facilitating New Educational Practices Through Communities of Learning contains hand-selected, previously published research that provides information on the communities of learning that teachers are currently involved in to seek the latest educational practices. The chapters cover the context of these communities, the benefits, and an overview of how this support is a necessary tool in today’s practices of teaching and learning. While highlighting topics such as learning communities, teacher development, mentoring, and virtual communities, this book is essential for inservice and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in how communities of practice tie into professional development, teacher learning, and the online shift in teaching.

Cracking the code
Cracking the code

Author: UNESCO

Publisher: UNESCO Publishing

Published: 2017-09-04

Total Pages: 82

ISBN-13: 9231002333

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This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.

PISA 2009 Technical Report
PISA 2009 Technical Report

Author: OECD

Publisher: OECD Publishing

Published: 2012-03-27

Total Pages: 390

ISBN-13: 9264167870

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The PISA 2009 Technical Report describes the methodology underlying the PISA 2009 survey. It examines additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analysis.

Middle School Mathematics and Self-efficacy at a Southeastern Massachusetts Middle School
Middle School Mathematics and Self-efficacy at a Southeastern Massachusetts Middle School

Author: Melanie R. Gates

Publisher:

Published: 2014

Total Pages: 131

ISBN-13:

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The purpose of this case study was to determine the impact of the implementation of a middle school mathematics program had upon students' mathematics self-efficacy. Additionally, this study sought to understand what aspects of the program had the most significant impact on the students' mathematics self-efficacy. The mathematics program used in the study is called digits. A convenience sample of 112 students who had used the mathematics program for almost one academic year took a survey that contained all 24 items from Sources of Middle School Mathematics Self-efficacy Scale (SMSMSS) (Usher and Pajares, 2009) and 3 items related to the mathematics program that were developed by the researcher. Descriptive statistics were utilized to analyze the survey data. The results of the survey allowed for identifying students as having high and low self-efficacy. Focus groups were held after the students took the survey. At each grade level there was a student group with high self-efficacy and low self-efficacy that partook in a focus group. The mathematics teachers also participated in the focus group. There were 37 students and 11 teachers who participated in the focus groups. The quantitative and qualitative data were analyzed to determine the perceived impact of the mathematics program and to determine themes and relationships between the components of the program that impact students' mathematics self-efficacy. There was a direct and positive relationship between students' mathematics self-efficacy and their liking of digits. Overall most students feel more positive about learning math and feel more confident in their ability to learn new math skills as a results of the mathematics program. Teachers, however, found mixed results regarding students' feelings about the mathematics program. Students and teachers identified the same components of the program that impacted how they feel about mathematics. The online homework was the most important component because of the immediate feedback and the multiple opportunities to get homework problems correct.

Increasing Self-efficacy in High School Female Math Students
Increasing Self-efficacy in High School Female Math Students

Author: Teri L. Stimmel

Publisher:

Published: 2006

Total Pages: 46

ISBN-13:

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The purpose of this study was to determine if the use of biweekly journal entries and female guest speakers would increase self-efficacy in high school female math students. This study was conducted over a ten-week period in a high school math classroom. Student journal entries, pre- and post-survey results, and a teacher survey were used to measure self-efficacy. All three data sources indicated a positive perception of students' mathematical abilities.

Attitudes, Beliefs, Motivation and Identity in Mathematics Education
Attitudes, Beliefs, Motivation and Identity in Mathematics Education

Author: Markku S. Hannula

Publisher: Springer

Published: 2016-06-14

Total Pages: 42

ISBN-13: 3319328115

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This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.