東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Understanding the Self-Efficacy of E...

Germaine, Misty.

FindBook

Google Book

Amazon

博客來

Understanding the Self-Efficacy of Elementary Math Teachers by Grade, Experience, and Certification.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding the Self-Efficacy of Elementary Math Teachers by Grade, Experience, and Certification./
作者:	Germaine, Misty.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	150 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30873067
ISBN:	9798380830607

Understanding the Self-Efficacy of Elementary Math Teachers by Grade, Experience, and Certification.
Germaine, Misty.

Understanding the Self-Efficacy of Elementary Math Teachers by Grade, Experience, and Certification. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 150 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ed.D.)--Texas A&M University, 2023.

This item must not be sold to any third party vendors.

Elementary teachers are generalists, usually with a reading background. As such, a number of teachers have low self-efficacy about teaching mathematics for conceptual understanding. Researchers suggest that some major categories associated with this problem are not enough adequate professional development (PD) addressing conceptual understanding in mathematics teaching (Carney et al., 2016; Taton, 2015), teachers using procedures similar to how they were taught as students (Yao et al., 2021), and teacher preparation programs failing to address low self-efficacy in mathematics teaching with their pre-service teachers (Briley, 2012; Ozben & Kilicoglu, 2021). The purpose of this study was to determine if a sustained, active content-based professional development program would increase the mathematical self-efficacy of elementary math teachers. Through this quantitative, non-experimental survey design, I formally investigated this problem by analyzing results from a pre-and post-self-efficacy survey using a modified MTEBI with 231 elementary math teachers from a north central Texas school district to determine their beliefs about teaching math conceptually. I further stratified the teachers by grade level bands, years of experience, and whether they were alternatively or traditionally trained and certified to discover any differences in self-efficacy gains. Using quantitative statistical tests of paired-samples t-tests, independent-samples t-tests, and ANOVA tests, the data were analyzed and found statistically significant differences in self-efficacy gains overall, for concepts presented during the professional learning program, and for concepts not presented in the program. There were statistically significant differences in self-efficacy gains between K-2 and 3-5 teachers with the upper-grade teachers increasing their self-efficacy scores more than the lower-grade level teachers. There were no statistically significant differences between teachers with varying years of experience, but there were differences in the PD concepts between alternatively and traditionally trained teachers with alternatively trained teachers making the biggest gains. The data showed a relevant, sustained PD program can be effective in increasing math teachers' self-efficacy in conceptual understanding of computational strategies.

ISBN: 9798380830607Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Self-efficacy

Understanding the Self-Efficacy of Elementary Math Teachers by Grade, Experience, and Certification.
LDR:03707nmm a2200421 4500 001 2393731
005 20240414211533.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380830607
035 $a (MiAaPQ)AAI30873067
035 $a (MiAaPQ)0803vireo28101Germaine
035 $a AAI30873067
040 $a MiAaPQ $c MiAaPQ
100 1 $a Germaine, Misty. $3 3763205
245 1 0 $a Understanding the Self-Efficacy of Elementary Math Teachers by Grade, Experience, and Certification.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 150 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Rambo-Hernandez, Karen;Capraro, Mary Margaret.
502 $a Thesis (Ed.D.)--Texas A&M University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Elementary teachers are generalists, usually with a reading background. As such, a number of teachers have low self-efficacy about teaching mathematics for conceptual understanding. Researchers suggest that some major categories associated with this problem are not enough adequate professional development (PD) addressing conceptual understanding in mathematics teaching (Carney et al., 2016; Taton, 2015), teachers using procedures similar to how they were taught as students (Yao et al., 2021), and teacher preparation programs failing to address low self-efficacy in mathematics teaching with their pre-service teachers (Briley, 2012; Ozben & Kilicoglu, 2021). The purpose of this study was to determine if a sustained, active content-based professional development program would increase the mathematical self-efficacy of elementary math teachers. Through this quantitative, non-experimental survey design, I formally investigated this problem by analyzing results from a pre-and post-self-efficacy survey using a modified MTEBI with 231 elementary math teachers from a north central Texas school district to determine their beliefs about teaching math conceptually. I further stratified the teachers by grade level bands, years of experience, and whether they were alternatively or traditionally trained and certified to discover any differences in self-efficacy gains. Using quantitative statistical tests of paired-samples t-tests, independent-samples t-tests, and ANOVA tests, the data were analyzed and found statistically significant differences in self-efficacy gains overall, for concepts presented during the professional learning program, and for concepts not presented in the program. There were statistically significant differences in self-efficacy gains between K-2 and 3-5 teachers with the upper-grade teachers increasing their self-efficacy scores more than the lower-grade level teachers. There were no statistically significant differences between teachers with varying years of experience, but there were differences in the PD concepts between alternatively and traditionally trained teachers with alternatively trained teachers making the biggest gains. The data showed a relevant, sustained PD program can be effective in increasing math teachers' self-efficacy in conceptual understanding of computational strategies.
590 $a School code: 0803.
650 4 $a Mathematics education. $3 641129
650 4 $a Curriculum development. $3 684418
650 4 $a Elementary education. $3 641385
650 4 $a Educational psychology. $3 517650
653 $a Self-efficacy
653 $a Conceptual understanding
653 $a Elementary math teachers
653 $a Elementary math
653 $a Professional development
690 $a 0727
690 $a 0280
690 $a 0525
690 $a 0524
710 2 $a Texas A&M University. $b Teaching, Learning, and Culture. $3 2100663
773 0 $t Dissertations Abstracts International $g 85-05A.
790 $a 0803
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30873067