Purpose The purpose of this paper is to examine the nature of feedback offered by school mentors in three primary and secondary rural schools during pre-service teachers’ (PSTs’) professional placements. In the context of discussions about the need for more integrated theory/practice connections for PSTs which are “mutually reinforced by all programme components” (Teacher Education Ministerial Advisory Group, 2014, p. ix), it aims to examine whether certain contextual features of school environments have an impact on the nature of feedback offered to PSTs. Design/methodology/approach Through a phenomenological analysis of semi-structured interviews, this paper explores the relationship between certain contextual features of school environments and their impact on the effectiveness of mentor feedback practices. Findings It is suggested that teacher mentors are more likely to offer inquiry-oriented feedback informed by well-developed personal theories and values if they teach in schools where feedback processes are promoted as a central part of teachers’ ongoing professional learning. Professional learning experiences, which include classroom observations, peer feedback and a focus on using feedback to enhance students’ learning, extend and deepen teachers’ understandings and beliefs about feedback as well as their repertoire of strategies. Consequently, they are more informed and better able to work with PSTs using inquiry-oriented approaches. Originality/value Through an examination of teacher narratives, this paper presents two frameworks for considering the nature of feedback offered to PSTs by their teacher mentors: inquiry-oriented and instructional-oriented feedback. It argues that teacher mentors are better equipped to use inquiry-oriented feedback approaches and build growth-fostering relationships if they are engaged in ongoing professional learning experiences in their schools based on classroom observations and non-judgemental peer feedback.

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Meta-analyses from the 1990s have previously established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated from research conducted between 1992 and 2018, we found a small-to-moderate, negative, and statistically significant correlation (r = -.28) between math anxiety and math achievement. The relation was significant for all moderator subgroups, with the exception of the relation between math anxiety and assessments measuring the approximate number system. Grade level, math ability level, adolescent/adult math anxiety scales, math topic of anxiety scale, and math assessments were significant moderators of this relation. There is also a tendency for published studies to report significantly stronger correlations than unpublished studies but, overall, large, negative effect sizes are under-reported. Our results are consistent with previous findings of a significant relation between math anxiety and math achievement. This association starts in childhood, remains significant through adulthood, is smaller for students in grades 3 through 5 and postsecondary school, is larger for math anxiety than for statistics anxiety and for certain math anxiety scales, and is smaller for math exam grades and samples selected for low math ability. This work supports future research efforts to determine effective math achievement and math anxiety interventions, which may be most helpful to implement during childhood.

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