Mathematics Success of Black Middle School Students: Direct and Indirect Effects of Teacher Expectations and Reform Practices.
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| Title: | Mathematics Success of Black Middle School Students: Direct and Indirect Effects of Teacher Expectations and Reform Practices. |
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| Authors: | Woolley, Michael E.1 MWOOLLEY@ssw.umaryland.edu, Strutchens, Marilyn E.2, Gilbert, Melissa C.3, Martin, W. Gary2 |
| Source: | Negro Educational Review. Spring-Winter2010, Vol. 61 Issue 1-4, p41-59. 19p. |
| Subject Terms: | *Mathematics education (Middle school), *Black students, *Teacher expectations, *Educational outcomes, *Academic motivation, *SAT (Educational test), *Educational change |
| Abstract: | Student self-report data from 933 Black middle school students and standardized mathematics test scores (SAT-10) were used to examine the relationship among student perceptions of teacher expectations and reform instructional practices, aspects of student motivation, and three student mathematics performance outcomes-time spent studying, expected grade in mathematics, and SAT-10 Math scores. Structural equation modeling was used to examine the influence of the teacher variables on student outcomes, as mediated by student motivation. Students who reported greater teacher use of reform practices and higher teacher expectations showed more desirable levels of motivation to learn mathematics. Teacher use of reform practices and higher teacher expectations had direct effects on SAT-10 scores, as well as indirect effects on all three mathematics outcomes examined mediated through the three aspects of student motivation. Finally, multiple squared correlations revealed meaningful proportions of variance explained in student motivation and mathematics outcome variables ranging from 4% to 29%. [ABSTRACT FROM AUTHOR] |
| Copyright of Negro Educational Review is the property of Negro Educational Review, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 56536360 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mathematics Success of Black Middle School Students: Direct and Indirect Effects of Teacher Expectations and Reform Practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Woolley%2C+Michael+E%2E%22">Woolley, Michael E.</searchLink><relatesTo>1</relatesTo><i> MWOOLLEY@ssw.umaryland.edu</i><br /><searchLink fieldCode="AR" term="%22Strutchens%2C+Marilyn+E%2E%22">Strutchens, Marilyn E.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Gilbert%2C+Melissa+C%2E%22">Gilbert, Melissa C.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Martin%2C+W%2E+Gary%22">Martin, W. Gary</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Negro+Educational+Review%22">Negro Educational Review</searchLink>. Spring-Winter2010, Vol. 61 Issue 1-4, p41-59. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education+%28Middle+school%29%22">Mathematics education (Middle school)</searchLink><br />*<searchLink fieldCode="DE" term="%22Black+students%22">Black students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+expectations%22">Teacher expectations</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22SAT+%28Educational+test%29%22">SAT (Educational test)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Student self-report data from 933 Black middle school students and standardized mathematics test scores (SAT-10) were used to examine the relationship among student perceptions of teacher expectations and reform instructional practices, aspects of student motivation, and three student mathematics performance outcomes-time spent studying, expected grade in mathematics, and SAT-10 Math scores. Structural equation modeling was used to examine the influence of the teacher variables on student outcomes, as mediated by student motivation. Students who reported greater teacher use of reform practices and higher teacher expectations showed more desirable levels of motivation to learn mathematics. Teacher use of reform practices and higher teacher expectations had direct effects on SAT-10 scores, as well as indirect effects on all three mathematics outcomes examined mediated through the three aspects of student motivation. Finally, multiple squared correlations revealed meaningful proportions of variance explained in student motivation and mathematics outcome variables ranging from 4% to 29%. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Negro Educational Review is the property of Negro Educational Review, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 41 Subjects: – SubjectFull: Mathematics education (Middle school) Type: general – SubjectFull: Black students Type: general – SubjectFull: Teacher expectations Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: SAT (Educational test) Type: general – SubjectFull: Educational change Type: general Titles: – TitleFull: Mathematics Success of Black Middle School Students: Direct and Indirect Effects of Teacher Expectations and Reform Practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Woolley, Michael E. – PersonEntity: Name: NameFull: Strutchens, Marilyn E. – PersonEntity: Name: NameFull: Gilbert, Melissa C. – PersonEntity: Name: NameFull: Martin, W. Gary IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring-Winter2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 05481457 Numbering: – Type: volume Value: 61 – Type: issue Value: 1-4 Titles: – TitleFull: Negro Educational Review Type: main |
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