Relevant bibliographies by topics / Latinx students, Teacher beliefs

Academic literature on the topic 'Latinx students, Teacher beliefs'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Latinx students, Teacher beliefs"

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Natesan, Prathiba, and Vincent Kieftenbeld. "Measuring Urban Teachers’ Beliefs About African American Students." Journal of Psychoeducational Assessment 31, no. 1 (July 20, 2012): 3–15. http://dx.doi.org/10.1177/0734282912448243.

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Understanding urban teachers’ beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher beliefs factor. This factor was selected from an inventory of items that purported to measure urban teachers’ cultural awareness and beliefs. Measurement invariance of the teacher beliefs factor across European American, African American, and Hispanic American teachers addressed its construct validity. The authors examine the psychometric properties of these items using graded response multilevel analysis. The final 5-item factor showed highest level of invariance for African American and European American teachers but did not fit Hispanic American teachers well. All the five items had good psychometric properties. Analyses of latent means showed that African American teachers had more positive beliefs about African American students than European American teachers did. However, the latent scores were bimodally distributed for African American teachers showing that one subgroup of African American teachers had similar beliefs as European American teachers while another subgroup had more positive beliefs.
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Lacorte, Manel, and Evelyn Canabal. "Teacher Beliefs and Practices in Advanced Spanish Classrooms." Heritage Language Journal 3, no. 1 (September 30, 2005): 83–107. http://dx.doi.org/10.46538/hlj.3.1.4.

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The growing presence of Latino students in U.S. colleges and universities is evident in foreign language (FL) classrooms. Latino students with a high proficiency level in Spanish are usually placed in advanced language or content-based courses along with other non-Latino students. This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and nonheritage students. The participants were 15 instructors of diverse academic and professional backgrounds teaching advanced Spanish courses at a large research-oriented public university. Following a process of selection, verification, and generalization of linguistic metaphors used to talk about the topic, this qualitative study analyzes data collected through a questionnaire, interviews, and non-participant observations. The discussion addresses the instructors’ beliefs and perceptions with regard to: (1) the classroom environment; (2) their role as teachers of advanced-level courses; (3) the students enrolled in these courses; and (4) the contrast between what teachers consider to be the desired interaction in an advanced language classroom, and what actually happens.
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López, Francesca A. "Culturally Responsive Pedagogies in Arizona and Latino Students’ Achievement." Teachers College Record: The Voice of Scholarship in Education 118, no. 5 (May 2016): 1–42. http://dx.doi.org/10.1177/016146811611800503.

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Background Despite numerous educational reform efforts aimed at aggressively addressing achievement disparities, Latinos continue to underperform in school. In sharp contrast to the belief that the inordinate achievement disparities among Latino students stem from deficiencies, some researchers assert that culturally responsive teaching (CRT) improves academic achievement because it views students’ culture and language as strengths. The body of literature on CRT provides detailed depictions of classroom experiences for traditionally marginalized students, but is faulted as lacking an explicit link to student outcomes that prevents its consideration among policymakers. Purpose/Objective/Research Question/Focus of Study To contribute to the body of work establishing an explicit link between CRT and student outcomes, the present study examines the extent to which dimensions of teacher-reported CRT beliefs and behaviors are associated with Latino students’ identity and achievement outcomes in reading across grades three through five in Arizona. Research Design Sources of data in this study consist of teacher (N = 16) questionnaires reflecting CRT dimensions and student (N = 244) questionnaires for ethnic identity, perceived discrimination, and scholastic competence, as well as reading achievement. Hierarchical linear modeling was used to address the research questions. Findings/Results Consistent with the assertions in extant literature that CRT is related to students’ outcomes, the study found that teachers’ beliefs about the role of Spanish in instruction, funds of knowledge, and critical awareness were all positively related to students’ reading outcomes. For teachers reporting the highest level of each of the aforementioned dimensions, students’ reading scores were associated with approximately .85 SD (Spanish), .60 SD (funds of knowledge), and 1.70 SD (critical awareness) higher reading outcomes at the end of the school year after controlling for prior achievement. Teachers’ reported CRT behaviors in terms of Spanish and cultural knowledge (formative assessment) were both also significantly and positively related to students’ reading outcomes after controlling for prior achievement. For teachers reporting the highest level of each of the aforementioned dimensions, students’ reading scores were associated with approximately 1 SD higher reading outcomes. Behaviors reflecting the use of Spanish in instruction was also significant, albeit very small (about a .03 SD increase). Conclusions/Recommendations Although the present study is not without its limitations, the findings support the extant work focused on CRT, suggesting that teachers who use instruction that considers students’ culture an asset can reduce educational disparities. As such, the findings also suggest that CRT merits serious consideration by policymakers and those who train teachers of Latino youth. Notably, most teachers in the present study held a bilingual endorsement, which requires coursework focused not only on bilingual methodology and linguistics, but also on culture and experiences with funds of knowledge practices. Teachers who have said training appear to have high levels of knowledge about critical awareness, and put into practice asset-based pedagogies that are related to student outcomes. This is particularly salient given that the setting for the present study is arguably one of the most restrictive states for Latino youth. Thus, even though teacher-reported beliefs and behaviors regarding the role of Spanish in instruction were related to students’ outcomes, future studies are needed that examine the extent to which bilingual endorsement, which exceeds most programmatic requirements regarding diversity, might provide teachers with the necessary knowledge (i.e., critical awareness) that enables them to behave in ways consistent with CRT.
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Price, Heather E. "Principals’ social interactions with teachers." Journal of Educational Administration 53, no. 1 (February 2, 2015): 116–39. http://dx.doi.org/10.1108/jea-02-2014-0023.

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Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested. Findings – Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support. Research limitations/implications – Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement. Practical implications – The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy. Originality/value – This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.
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Wright, Stephanie H., Fernanda Vargas, and Tonya Huber. "Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review." Education, Language and Sociology Research 1, no. 1 (May 27, 2020): p101. http://dx.doi.org/10.22158/elsr.v1n1p101.

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Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.
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Sosa, Teresa, and Kimberley Gomez. "Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students." Urban Education 47, no. 5 (May 23, 2012): 876–909. http://dx.doi.org/10.1177/0042085912446033.

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Bassi, Francesca. "Students’ satisfaction in higher education: the role of practices, needs and beliefs of teachers." Quality Assurance in Education 27, no. 1 (February 4, 2019): 56–69. http://dx.doi.org/10.1108/qae-05-2018-0061.

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Purpose The purpose of the paper is the analysis of the evolution of students’ satisfaction over time in a large Italian university and the effects on it because of some characteristics of the teachers: didactic practices, beliefs and needs with regard to teaching and learning. Design/methodology/approach The first step of the analysis identifies a latent construct, measured with items composing the questionnaire, and proposes a reduced set of indicators to measure satisfaction and to model its evolution over time (information collected in three consecutive academic years is available). A second step clusters teachers in homogenous groups with reference to their opinions, beliefs and needs, collected with a new survey conducted at the University of Padova, with the aim of developing strategies to support academic teachers. Then, a mixture conditional latent growth model is estimated with covariates affecting the latent parameters and class membership. Findings Model estimation identifies a large group of university courses with a high level of satisfaction, which stays constant over time, and a small group of problematic courses with low satisfaction, moreover, that decreases over the three considered academic years. Interesting significant effects of covariates related to both the teacher and the didactic activity are estimated. Originality/value Statistical analyses show that the implementation of innovative didactic practices and commitment to quality of teaching are important factors to be encouraged by the university management. On the contrary, the traditionalist way of teaching and a low passion for teaching do not improve students’ satisfaction.
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Pryke, Sam. "The use of Socrative in university social science teaching." Learning and Teaching 13, no. 1 (March 1, 2020): 67–86. http://dx.doi.org/10.3167/latiss.2020.130105.

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Socrative is an online platform that allows a teacher to put questions to students through an app on their smart phone or tablet. In existence since 2011, its use is now quite common in university teaching. But is Socrative any good? This article reviews the literature on the device and discusses my research on the use of the app, the first carried out with social science students. The secondary research findings are that students find Socrative easy to use, fun, of genuine benefit to their learning and a medium that aids active participation. Furthermore, there is evidence that it benefits attainment as testing helps memory retention. My research findings broadly concur. Also considered is how Socrative use can be extended beyond revision-style testing to introduce students to new information that challenges existing beliefs and to elicit controversial opinions and sensitive information.
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Achinstein, Betty, and Rodney T. Ogawa. "Change(d) Agents: School Contexts and the Cultural/Professional Roles of New Teachers of Mexican Descent." Teachers College Record: The Voice of Scholarship in Education 113, no. 11 (November 2011): 2503–51. http://dx.doi.org/10.1177/016146811111301103.

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Background/Context Educators and policymakers call for recruiting quality teachers of color in urban schools to promote educational opportunities for students of color by accessing cultural/linguistic resources. Yet little research has examined conditions that support or challenge Latina/o new teachers from performing as role models, culturally and linguistically responsive teachers, and agents of change. Purpose/Research Questions To examine conditions that support/challenge Latina/o teachers’ efforts to perform cultural/professional roles, we asked the following: (a) How and to what extent are the personal and professional backgrounds of Latina/o teachers associated with their performance as role models, culturally/linguistically responsive teachers, and agents of change? (b) How and to what extent are conditions in schools associated with the performance of Latina/o teachers as role models, culturally/linguistically responsive teachers, and agents of change? Participants Participants were drawn from a broader study about the socialization of 21 new teachers of color. The participants in the study reported here were 2 of the 11 teachers who identify as being of Mexican descent who work in urban, middle and high schools with high proportions of Latina/o student populations in California. Research Design/Data/Analysis This 4-year qualitative case study included teacher and administrator interviews, videotaped classroom observations, and focus groups. Analysis involved summarizing segments of data that referenced teacher background, school context, and teacher cultural/professional beliefs and practices; generating pattern codes; and conducting cross-case analysis. Findings Findings reveal the following: 1. Shaped by early schooling experiences and influenced by teacher preparation programs, these teachers are committed to increasing learning opportunities for Latina/o students by performing cultural/professional roles. 2. The teachers’ ability to perform these roles is shaped by the capital and power relations present in the schools where they work. We identify parallels between experiences of Latina/o youth, who are divested of cultural resources by “subtractive schooling” (Valenzuela, 1999) and experiences of Latina new teachers, who confront schooling challenges when attempting to perform cultural/professional roles. 3. The intersection of the teachers’ personal/professional backgrounds and school contexts resulted in these new teachers of color being change(d) agents— both agents of change and subjected to change by the system in which the teachers work. Conclusions Conclusions highlight how further research is needed to document culturally additive school conditions that support teachers of color to advance opportunities for students of color. Further, educational leaders and policymakers will need to reconsider the organizational contexts in which new teachers of color are expected to redress inequitable learning opportunities for nondominant youth.
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Cherng, Hua-Yu Sebastian, and Laura A. Davis. "Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education." Journal of Teacher Education 70, no. 3 (December 4, 2017): 219–36. http://dx.doi.org/10.1177/0022487117742884.

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Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond with increased pedagogical proficiency. Few studies have examined variation in multicultural awareness across preservice candidates, or the link between multicultural awareness and prospective teachers’ measured competencies. Using a novel dataset of 2,500 preservice teachers’ beliefs and student teacher performance assessments, we find that Black and Latino candidates report greater multicultural awareness, while Asian Americans report less, compared with their White counterparts. Prior experience working with nondominant populations is linked with higher levels of awareness, particularly for minority respondents. Propensity score matching analyses reveal that multicultural awareness is tied to candidates’ competence in creating nurturing classroom environments.
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Dissertations / Theses on the topic "Latinx students, Teacher beliefs"

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Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.

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Thesis advisor: Lauri Johnson
This qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Silva, Pimentel Diane H. "Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2927.

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Thesis advisor: Katherine L. McNeill
Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N=185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N=45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Duncan, Grand DeAnna. "Examining teacher beliefs about diverse students through transformative learning: The Common Beliefs Survey and the disorienting dilemma." UNIVERSITY OF MARYLAND, COLLEGE PARK, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3461621.

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Jung, Eun Joo Rhodes Dent. "Technology disposition of teacher education students beliefs, attitudes, self-concepts, and competence /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172878.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 17, 2005. Dissertation Committee: Dent M. Rhodes (chair), Paul Vogt, Nancy Bragg, Cheri Toledo. Includes bibliographical references (leaves 116-126) and abstract. Also available in print.
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Kizuka, Carrie Lynn. "Teacher Beliefs about Providing Instruction for Gifted Students in Inclusive Mathematics Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7234.

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Kindergarten - Grade 12 (K-12) students identified as gifted in mathematics in the United States are not being appropriately challenged. Teachers are the most important school-related factor that contributes to student success; however, researchers have not explored the experiences of teachers who work with gifted students in inclusive mathematics classrooms. The purpose of this qualitative, transcendental phenomenological study was to explore the lived experiences of K-12 teachers who provide instruction for gifted students in inclusive mathematics classrooms. Bandura's social cognitive theory framed the study. Interview data were collected from 12 teachers who provide mathematics instruction for gifted students in inclusive classrooms and analyzed using a modification of the Van Kaam method of analysis for phenomenological data. Several themes emerged from the interview data that may positively or negatively impact teacher self-efficacy. Based on those themes, recommendations were made that include utilizing a common gifted identification process, providing gifted-specific training opportunities for educators, promoting collaboration among educators of gifted students, providing opportunities for teachers to reflect on the impact of their instructional practices on gifted students, and creating libraries of math-specific gifted resources at each school site. This study has the potential to contribute to positive social change by advancing knowledge in the field of gifted instruction, improving teacher preparation programs, improving teacher job satisfaction, and improving the mathematics learning of gifted students in inclusive mathematics classrooms.
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Matheis, Svenja [Verfasser], Manfred [Akademischer Betreuer] Schmitt, Franzis [Akademischer Betreuer] Preckel, and Johanna [Akademischer Betreuer] Pretsch. "Teacher beliefs about giftedness — examining and explaining teacher beliefs about gifted students’ characteristics in an experimental design / Svenja Matheis ; Manfred Schmitt, Franzis Preckel, Johanna Pretsch." Landau : Universität Koblenz-Landau, Campus Landau, 2019. http://d-nb.info/1186710195/34.

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Nguyen, Truong Sa. "The relationship between Vietnamese EFL students' beliefs and learning preferences and native English-speaking teachers' beliefs and teaching practices." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28488.

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This study examines the relationships between foreign language learning beliefs and preferences of 2 Vietnamese learners and beliefs and practices of 2 Native English speaking teachers in a private English school in Vietnam. The learners were not satisfied with learning English in public schools and had many expectations on the course and the teachers while the teachers had to make their learners pleased. Beliefs were reviewed as determinations of actions; beliefs entail knowledge, values, and attitude, and relate closely to identity and experience. The researcher adopted an interpretivist paradigm and three qualitative methods: Repgrid interview, Stimulated recall interview, and The COLT as an observation schedule. The interview data was coded inductively with content analysis method to build up the subjects’ beliefs and belief systems. Then, the systems were compared to find the relationships between their beliefs. To see how their beliefs related with learning preferences and teaching practices, the researcher analysed what they said and made use of the video record of their classroom activities; besides, the teachers’ beliefs were compared with the timing calculation of the activities in their classes. The results showed that beliefs about language learning affected strongly the participants’ preferred ways of teaching and learning and there were tight matches between the teachers’ beliefs and actions in class. There were influences of beliefs of the teachers and learners on each other, they were not direct influences but through their interpretations of the classroom events. However, the influences from the teacher were much clearer. After the course, the learners’ preferences and beliefs about some learning activities were changed and became more reflective. They also started to recognize the benefits of different ways of learning English. Meanwhile, the teachers’ interpretation of their learners’ expectations, learning preferences, and levels strongly affected what and how they taught.
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Jablonski, Dennis L. "Teachers' pedagogical beliefs and the instructional use of technology with middle school students." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10340.

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xiii, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The nexus of educational reforms and rapid technological changes poses challenges for teachers in deciding why, when, and to what extent they should integrate technology into the curriculum. This exploratory study analyzed 165 middle school mathematics teachers' responses to an online survey examining their pedagogical beliefs, training, and access to technology and the use of technology by students in the classroom. Multiple linear regression was used to test three different models to predict the frequency and type of technology use by students. In addition, responses to constructed-response questions on the survey provided qualitative data to further explore this topic. Findings indicate that the best model to predict frequency of students' technology use is one that includes access to computers in the classroom and the lab, and teacher training. This model accounted for 17% of the variance in frequency of use by students, with computer lab availability being the strongest predictor. The best model of how many types of technologies teachers reported their students using was a combination of teachers' training in technology and access to computers in the lab. Together, these two variables accounted for 9% of the variance in the number of different types of technologies teachers reported using with their students. Pedagogical beliefs were a non significant variable, but teachers reported changes in their teaching due to students' use of technology, which included instructional practices that are associated with both didactic and constructivist pedagogies. Implications of this study are that technology resources need to be more accessible, and teacher training in technology should be timely and appropriate to available resources and curricular objectives. In addition, if mandated computerized testing limits students' access to computer labs, resource planning should consider alternatives so that students can meet technology literacy goals. Limitations of the study are presented and suggestions for future research are included.
Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Kathleen Scalise, Member, Educational Methodology, Policy, and Leadership; Joanna Goode, Member, Teacher Education; Patricia Curtin, Outside Member, Journalism and Communication
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Johnson, Allegra. "The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/932.

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General education teachers are critical contributors to the successful inclusion of students labeled with learning disabilities in general education classrooms. Similarly, teacher beliefs about disability labels significantly influence how teachers include or exclude students labeled with a learning disability in their classrooms. This qualitative study investigated eight secondary general education teachers’ attitudes towards inclusion and their experiences teaching students labeled with a learning disability from a Critical Disabilities Studies perspective. Data were collected using an innovative qualitative method, Q methodology, in order to surface distinct perspectives within the group about inclusion and the experience of teaching students labeled with a learning disability in their classes. The data bore that while teachers agree with the aspirations of inclusive education, they insist they are not capable of teaching students labeled with a learning disability. These findings support the need for systemic change within teacher preparation programs and schools that can disrupt deficit notions of disability.
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Kelley, Laura E. "Beginning Education Students’ Mindsets and Beliefs about Praise: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530269461293579.

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Books on the topic "Latinx students, Teacher beliefs"

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Rueda, Robert. Teachers' beliefs about reading assessment with Latino language minority students. [Santa Cruz, CA]: National Center for Research on Cultural Diversity and Second Language Learning, 1994.

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Ode, Ogede, ed. Teacher commentary on student papers: Conventions, beliefs, and practices. Westport, Conn: Bergin & Garvey, 2002.

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Wilson, Anne Jordan. Who has a problem, the student or the teacher?: Differences in teachers' beliefs about their work with at-risk and integrated exceptional students. [Toronto: Ontario Institute for Studies in Education, 1992.

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Ogede, Ode. Teacher Commentary on Student Papers: Conventions, Beliefs, and Practices. Praeger Publishers, 2002.

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Austin, Leonard. What Teachers Need to Know About Their Students' Religious Beliefs. University Press of America, 2005.

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What Teachers Need to Know About Their Students' Religious Beliefs. University Press of America, 2003.

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Wearmouth, Janice, and Andrew Goodwyn. Pupil, Teacher and Student Voice in Educational Institutions: Values, Opinions, Beliefs and Perspectives. Taylor & Francis Group, 2019.

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Wearmouth, Janice, and Andrew Goodwyn. Pupil, Teacher and Family Voice in Educational Institutions: Values, Opinions, Beliefs and Perspectives. Taylor & Francis Group, 2019.

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Wearmouth, Janice, and Andrew Goodwyn. Pupil, Teacher and Family Voice in Educational Institutions: Values, Opinions, Beliefs and Perspectives. Taylor & Francis Group, 2019.

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Wearmouth, Janice, and Andrew Goodwyn. Pupil, Teacher and Student Voice in Educational Institutions: Values, Opinions, Beliefs and Perspectives. Taylor & Francis Group, 2019.

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Book chapters on the topic "Latinx students, Teacher beliefs"

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McAlpine, Lynn, and Cynthia Weston. "Reflection: Issues Related to Improving Professors’ Teaching and Students’ Learning." In Teacher Thinking, Beliefs and Knowledge in Higher Education, 59–78. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0593-7_4.

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Girnat, Boris. "The PISA Mathematics Self-Efficacy Scale: Questions of Dimensionality and a Latent Class Concerning Algebra." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 89–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_9.

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Wickham, Barbara M., and Carol A. Mullen. "Professional Development for Teaching Students in Poverty and Impacting Teacher Beliefs." In Handbook of Social Justice Interventions in Education, 1–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29553-0_94-1.

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Wickham, Barbara M., and Carol A. Mullen. "Professional Development for Teaching Students in Poverty and Impacting Teacher Beliefs." In Handbook of Social Justice Interventions in Education, 255–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-35858-7_94.

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Tsamir, Pessia, Dina Tirosh, Esther Levenson, and Ruthi Barkai. "Using Cases and Events in Teacher Education: Prospective Teachers’ Preferences." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 65–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_7.

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Sayers, Judy, and Paul Andrews. "Developing and Trialling a Simple-to-Use Instrument for Surveying Teacher Education Students’ Mathematics-Related Beliefs." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 77–87. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_8.

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Windle, Joel. "Chapter 6. Influences on the Written Expression of Bilingual Students: Teacher Beliefs and Cultural Dissonance." In Culturally and Linguistically Diverse Classrooms, edited by Jennifer Miller, Alex Kostogriz, and Margaret Gearon, 92–110. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692184-008.

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Rajandiran, Durgesh. "Singapore’s Teacher Education Model for the 21st Century (TE21)." In Implementing Deeper Learning and 21st Education Reforms, 59–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_3.

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Abstract Singapore introduced the Teacher Education Model for the 21st Century (TE21) in 2009 as a framework to propose a set of 21st century competencies that Singaporean teachers should be equipped with. The introduction of TE21 catalyzed the reform of existing programs and the implementation of new initiatives in initial teacher preparation programs and lifelong teacher professional development. This chapter first examines the local and international driving forces that led to the conceptualization of TE21 since Singapore’s independence. Then, the recommendations of TE21 are scrutinized along with the implementation of two new initiatives in the initial teacher preparation program. The findings are twofold. First, we find that Singapore has extensively performed a comparative review of global 21st century recommendations over four decades to customize an education system for their local context. Second, by synthesizing information sourced from interviews, government documents, and quantitative data, we find that the progress towards developing a cadre of 21st century teachers and producing holistic students in Singapore is largely successful. However, students are found to be at the receiving end of a generational cultural clash between them and their parents’ beliefs about the core of education.
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Gueta, Darci L., and Alexandra Babino. "Teaching Across the Demographic Divide With Latinx Texts on Immigration." In Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education, 120–40. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8725-6.ch006.

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This chapter presents a preliminary introduction into the topic of Latinx immigration in texts. To begin, the authors discuss the demographic divide between majoritarian teachers and multiply minoritized students in the U.S. literacy classroom. Then, the authors briefly share their experiences regarding their work in light of major trends relating to literacy teaching before outlining the key tenets of culturally relevant and culturally sustaining pedagogies. The majority of the chapter will focus on detailing how teachers can support Latinx students around the topic of immigration by providing examples of culturally relevant and sustaining practices with an abbreviated lesson plan of how to facilitate discourse addressing the topic of immigration using a text featuring Latinx characters.
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Kolano, Lan Quach, and Cherese Childers-McKee. "Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership." In Teacher Education, 356–70. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch018.

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In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.
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Conference papers on the topic "Latinx students, Teacher beliefs"

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Weber, Thorsten, Elisabeth Rathgeb-Schnierer, and Andreas Eichler. "DEVELOPING BELIEFS IN ELEMENTARY TEACHER STUDENTS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2114.

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Cotto, Florita. "Culturally Relevant Pedagogy: Latinx Students Inform Teacher Professional Development on Critical Consciousness." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574595.

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Kholis, Muhammad, M. Zaim, and Refnaldi. "Students’ Perception Towards Teacher Beliefs and Its Effect on Students’ Motivation and Achievement." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.039.

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White, Holland. "Constructing Bilingual Linguistic Capital: Linguistic Choices and Beliefs of Bilingual Latinx Students in Postsecondary Spaces." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686048.

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Abitov, Ildar R. "Superstitiousness And Paranormal Beliefs Of Undergraduate Students Depending On Their University Major." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.19.

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Murdock, Laurie. "Incorporating Social Justice Discussions Within Teacher Professional Development to Better Serve Spanish-Speaking Latinx Students." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583037.

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Akbirova, Rezeda R., Ildar R. Abitov, Inna M. Gorodetskaya, and Svetlana V.Velieva. "The Study of Stress Coping and Basic Beliefs of Students Depending on their Superstition Level." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0035.

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Mansyur, Jusman, Wiji Lestari, I. Komang Werdhiana, and Muh Rizal. "Students' Metacognition Skills in Physics Problem Solving Based on Epistemological Beliefs." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.8.

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Coady, Maria. "Teacher Beliefs and the Context of Reception: Rural, Immigrant English Learner Students and Families." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434815.

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Linde, Inga, Edīte Sarva, and Linda Daniela. "Teachers’ Beliefs and Preferred Approaches to Address Self-Regulated Learning Development for Their Students." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.38.

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The term “self-regulated learning” (SRL) has been introduced in the system of education in Latvia comparatively recently with the introduction of the new competency-based curriculum in 2016, therefore, the aim of the study is to explore teachers’ understanding and beliefs of the concept of self-regulated learning. Consequently, three research questions were posed: how teachers evaluate their SRL skills, what teachers understand by “self-regulated learning” and what teachers’ most commonly offered activities for developing students’ self-regulated learning skills are. The study consisted of several successive stages where the initial stage was to identify teachers’ understanding of SRL, surveyed at the introductory part of a year-long in-service teacher training course aimed at enhancing teachers’ proficiency in developing self-regulated learning skills in their students. The answers of 119 in-service teachers of grades 7–12 from all over Latvia were analysed according to the key words used to explain the concept of SRL. The data were used for planning teacher training courses and offering the most appropriate activities for elaborating teachers’ competence in developing students’ SRL skills. This article summarises the first results of the study reflecting teachers’ understanding of SRL. Further research results will be published in the following articles. The second part of the research analyses teachers’ offered activities for developing SRL skills at the online teacher experience exchange event attended by 344 teachers and reflects the results of the survey on teachers’ most commonly used activities for introducing self-regulated learning in the teaching process offered by 143 teacher professional development event attendees.
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Reports on the topic "Latinx students, Teacher beliefs"

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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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