Teacher efficacy and expectations of minority children: The mediating role of teachers’ beliefs about minority parents’ efficacy

Kim, Yanghee Anna; Kim, Jihye; Jo, Yeon Jung

doi:10.1016/j.ijer.2023.102190

Cited by 2 publications

(2 citation statements)

References 97 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers' beliefs encompass teachers' assumptions about their pupils, the classroom environment, and the subject matter to be imparted [19]. Teachers' beliefs can improve classroom learning practices, academic achievement, and child development outcomes [20], [21], [22]. Understanding the beliefs held by teachers is anticipated to influence the caliber of their instructional practices positively.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis

Astuti,

Wijaya,

Hanum

2024

TEM Journal

View full text Add to dashboard Cite

Teachers’ beliefs are a teacher's subjective perspective about teaching practices in the classroom, which influence the actions and decisions that will be taken in facilitating student learning activities. A scale can serve as an effective tool for assessing teachers' beliefs in ethnomathematics-based numeracy learning. This study aims to evaluate teachers' belief in ethnomathematics-based numeracy learning scale. The data analysis will employ the Rasch model and involve 75 mathematics teachers from junior high schools in Central Java. The teachers' belief in an ethnomathematics-based numeracy learning scale was initially subjected to content validation by three experts. The cumulative percentage outcomes are according to the four dimensions, namely teachers' beliefs about numeracy, teachers' beliefs about the role of ethnomathematics in numeracy learning, teachers' beliefs about ethnomathematics-based numeracy teaching, and teachers' beliefs about ethnomathematics-based numeracy learning, amount to 90.28% for a total of 20 items. Following this, the researchers utilized the Rasch model analysis to investigate teachers' belief in an ethnomathematics-based numeracy learning scale. The analysis involved the use of ten measurement features. Based on the results, it was deemed imperative to remove 30 individuals to maintain adherence to the predetermined criteria. Subsequently, the data obtained from the remaining 45 participants was analyzed using the Rasch model. The study of 20 teachers’ belief items yielded three items, necessitating the exclusion of the privacy construct. The results indicate that the 17 questions possess robustness, validity, and reliability, rendering them suitable for assessing teachers' beliefs in ethnomathematics-based numeracy learning.

show abstract

Section: Introductionmentioning

confidence: 99%

Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis

Astuti,

Wijaya,

Hanum

2024

TEM Journal

View full text Add to dashboard Cite

show abstract

“…Some parties have views that are in line with the role of parents in children's education, for example according to Kim et al (2023), The role of parents is more to provide guidance, input, and consideration of the options chosen. that children take so that they can achieve success.…”

Section: Introductionmentioning

confidence: 99%

Peningkatan Belajar Siswa Ditinjau Dari Pendampingan Orang Tua Dan Lingkungan Belajar

Hapsari Dwi Yulia,

Suyitno,

Sripit Widiastuti

2024

Madako Elementary School

View full text Add to dashboard Cite

Motivasi belajar merupakan elemen krusial dalam meningkatkan pencapaian akademis para pelajar. Pendekatan yang melibatkan variabel pendampingan orang tua dan lingkungan belajar adalah langkah penting dalam memahami dan meningkatkan motivasi belajar siswa. Penelitian ini mengadopsi pendekatan kuantitatif dengan fokus pada siswa kelas 4 sebagai populasi studi. Sebanyak 69 siswa menjadi sampel yang diambil. Hasil penelitian menunjukkan bahwa pendampingan orang tua dan lingkungan belajar memiliki dampak yang signifikan terhadap motivasi belajar siswa SD. Ditemukan bahwa pendampingan orang tua memiliki pengaruh sebesar 69,9%, sementara lingkungan belajar memengaruhi motivasi belajar sebesar 37,8%. Temuan ini menyoroti pentingnya faktor-faktor independen tersebut dalam meningkatkan semangat belajar para siswa di tingkat SD, khususnya pada kelas IV Gugus 3 Kecamatan Srengat Kabupaten Blitar.

show abstract

Teacher efficacy and expectations of minority children: The mediating role of teachers’ beliefs about minority parents’ efficacy

Cited by 2 publications

References 97 publications

Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis

Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis

Peningkatan Belajar Siswa Ditinjau Dari Pendampingan Orang Tua Dan Lingkungan Belajar

Contact Info

Product

Resources

About