Elementary teachers’ perceptions of data-driven decision-making

Schelling, Natalie; Rubenstein, Lisa DaVia

doi:10.1007/s11092-021-09356-w

Cited by 14 publications

(15 citation statements)

References 45 publications

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“…This is because of the weak correlation between anxiety and performance in mathematical situations. In contrast to the findings of Schellings and Rubinstein (2021) [89] , research has shown that arithmetic anxiety can have a number of negative side effects, including feelings of helplessness, mental confusion, and even panic. Some of the factors that have a direct influence on the arithmetic performance of the students are the quality of the instructor, parental influences, gender stereotypes, the ambience of the classroom, the method of instruction, the attitude of the teacher, and the attitude of the students.…”

Section: Introductionmentioning

confidence: 65%

Academic motivation, self-esteem and personality factors: A review of effect on mathematics anxiety

Koner,

Mazumder

2024

Int. J. Literacy Educ.

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Examining the present level of academic motivation, self-esteem, and personality traits among teens who are currently enrolled in school is the goal of this study. Additionally, this study evaluates the elements of the interaction between academic motivation, self-esteem, and personality traits on mathematics anxiety. The study highlights important gaps in our understanding of the relationships between several factors, such as academic motivation, self-esteem, personality characteristics, and mathematical anxiety. The study's findings demonstrated the ambiguity, inconsistency, and diversity of the information available on a study of how academic drive, self-esteem, and personality traits may affect anxiety brought on by arithmetic. A limited amount of study has also been done on the factors that can reduce math anxiety as well as the follow-up strategies that may be used to increase people's comprehension of mathematical concepts. The results of this study point to the need for further research into the combined effects of academic motivation, self-esteem, and personality factors on mathematics anxiety across a range of study domains in order to better understand how to help schoolaged adolescents perform mathematically.

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Section: Introductionmentioning

confidence: 65%

Academic motivation, self-esteem and personality factors: A review of effect on mathematics anxiety

Koner,

Mazumder

2024

Int. J. Literacy Educ.

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“…Teachingtransition from autonomous to collaborative Teaching has historically been an autonomous profession where teachers worked in isolation (Tyack and Tobin, 1994;Hargreaves, 2000;Vangrieken and Kyndt, 2020). Educational reform has placed growing demands on the profession of education (Chen, 2020;Schelling and Rubenstein, 2021). According to Schelling and Rubenstein (2021), "teacher attitudes toward educational reforms include a mixture of ambivalence, doubt, and negativity, as often educational reforms are ever-changing" (p. 318).…”

Section: Framingmentioning

confidence: 99%

“…Educational reform has placed growing demands on the profession of education (Chen, 2020; Schelling and Rubenstein, 2021). According to Schelling and Rubenstein (2021), “teacher attitudes toward educational reforms include a mixture of ambivalence, doubt, and negativity, as often educational reforms are ever-changing” (p. 318). Teachers are being asked to teach differently, and expectations are consistently increasing, requiring teachers to work more collaboratively to improve practice and, often with less resources than they had before (Scherer et al , 2020; Vangrieken and Kyndt, 2020).…”

Section: Teaching – Transition From Autonomous To Collaborativementioning

confidence: 99%

Differences in leading and learning professional learning communities

Plank,

Sanzo,

Scribner

2024

JWL

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Purpose This study aims to understand how to develop, support and utilize professional learning community (PLCs) to build organizational capacity to support teacher learning and collaboration. Although literature highlights the importance of leadership in creating a PLC, there is little research on specific actions leaders can take to create an authentic, sustainable PLC. Design/methodology/approach We employed a multicase study approach at three school sites within the same district. Our research was guided by the following questions: (1) How are learning communities developed and sustained in school settings?; (2) What is the role of administrators in cultivating learning communities?; and (3) What factors contribute to and hinder the success of learning communities? Findings Despite being in the same school district, the three schools’ PLCs operated differently. The schools displayed characteristics of PLCs, with minimal implementation of all components. Developing a professional learning community at all three sites began with implementing structural factors and mandating specific activities such as weekly grade-level planning. Social factors were much more complex to control by administration, affecting the fidelity of learning and collaboration within the PLCs. Originality/value Although the literature highlights the importance of leadership in creating a PLC, there is little research that supports specific actions leaders can take to create an authentic, sustainable community of practice. In addition, there is limited literature supporting how administrators use PLCs to build organizational capacity and support teacher learning. Our study contributes to building the empirical knowledge base related to these two areas.

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“…Artigos analisados 2021 Afandi et al, 2021;Allal, 2021;Amendum et al, 2021;Basu et al, 2021;Buckley-Walker & Lipscombe, 2021;Butler et al, 2021;Chin et al, 2021;Earle, 2021;Fitzgerald et al, 2021;Gane et al, 2021;Gezer et al, 2021;Glušac & Milić, 2021;Herbert, 2021;Hogenboom et al, 2021;Ibourk & Kendrick, 2021;Jong & Tan, 2021;Julião et al, 2021;Kalykbayeva et al, 2021;Kim & Lee, 2021;McFeetors et al, 2021;Mitsiakiet al, 2021;Mohamed et al, 2021;Monteiro et al, 2021;Nicholas et al, 2021;Omasta et al, 2021;OrdazVillegas & AcleTomasini, 2021;Pedasteet al, 2021;Roberts & Brugar, 2021;Sayac & Veldhuis, 2021;Schelling & Rubenstein, 2021;Schmitzet al, 2021;Syzdykbayeva et al, 2021;Tirado-Olivares et al, 2021;Torregrosa et al, 2021;Turner et al, 2021;van den Heuvel-Panhuizenet al, 2021;Wammes et al, 2021;Wikmanet al, 2021 2022 Amador et al, 2022;Bellindo-Garcia et al, 2022;Carrillo López ...…”

Section: Ano De Publicaçãounclassified

“…Como se evidencia pela tabela anterior (Tabela 2), notam-se focos plurais que mais orientam as finalidades empíricas dos estudos analisados. Na sua maioria (Fa=16), este grupo de documentos visa uma compreensão abrangente dos fenômenos de avaliação, nomeadamente perceber "como os professores avaliavam as aprendizagens dos seus alunos" (Monteiro et al, 2021, p. 1), como se procede à recolha e armazenamento dos dados provenientes da avaliação (van den Heuvel-Panhuizenet al, 2021), quais as práticas (as técnicas e os instrumentos de) avaliação consideradas (Bellindo-Garcia et al, 2022;Omasta et al, 2021), os agentes envolvidos nas estratégias avaliativas (Bellindo-Garcia et al, 2022;Buckley-Walker & Lipscombe, 2021) ou o tempo ou frequência dedicada à avaliação (Bellindo-Garcia et al, 2022;Schelling & Rubenstein, 2021), as dificuldades sentidas pelos docentes (Sayac & Veldhuis, 2021), entre outras. Neste domínio, integram-se, portanto, os estudos que visam entender as experiências avaliativas de forma ampla.…”

Section: Tabelaunclassified

A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura

Duarte

Fonseca

2023

EPAA

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O artigo corresponde a uma revisão sistemática da literatura, em que se procura analisar como se tem estudado a relação entre a educação primária e a avaliação pedagógico-curricular e quais são os principais resultados dessas investigações. Para a análise, consideraram-se 61 artigos com presença na Scopus e/ou na Web of Science. Enquanto principais resultados, destacam-se três ideias. A investigação privilegia trabalhos de natureza predominantemente técnica, através da validação de instrumentos. Existe uma certa desconsideração ontológica do ensino elementar, fazendo com que a investigação reforce lógicas de fragmentação curricular, deste contexto formativo. As políticas e práticas de investigação parecem não conseguir estabelecer um discurso contra-hegemónico que melhor permite analisar, problematizar e criticar as políticas educativas dominantes.

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Elementary teachers’ perceptions of data-driven decision-making

Cited by 14 publications

References 45 publications

Academic motivation, self-esteem and personality factors: A review of effect on mathematics anxiety

Academic motivation, self-esteem and personality factors: A review of effect on mathematics anxiety

Differences in leading and learning professional learning communities

A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura

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