View in EDS

Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

Saved in:
Bibliographic Details
Title: Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement
Language: English
Authors: Jessica Heather Hunt, Brianna Bentley (ORCID 0009-0007-9420-0546), Alejandra Duarte
Source: International Journal of Virtual and Personal Learning Environments. 2024 14(1).
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305U200001
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: MOOCs, Preschool Teachers, Mathematics Instruction, Professional Development, Learner Engagement, Online Courses, Early Childhood Teachers, Teacher Attitudes, Attitude Change, Course Evaluation, Course Objectives
ISSN: 1947-8518
1947-8526
Abstract: This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1451377
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1451377
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1451377
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jessica+Heather+Hunt%22">Jessica Heather Hunt</searchLink><br /><searchLink fieldCode="AR" term="%22Brianna+Bentley%22">Brianna Bentley</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-9420-0546">0009-0007-9420-0546</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alejandra+Duarte%22">Alejandra Duarte</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Virtual+and+Personal+Learning+Environments%22"><i>International Journal of Virtual and Personal Learning Environments</i></searchLink>. 2024 14(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305U200001
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Evaluation%22">Course Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Objectives%22">Course Objectives</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1947-8518<br />1947-8526
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1451377
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1451377
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: MOOCs
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Course Evaluation
        Type: general
      – SubjectFull: Course Objectives
        Type: general
    Titles:
      – TitleFull: Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jessica Heather Hunt
      – PersonEntity:
          Name:
            NameFull: Brianna Bentley
      – PersonEntity:
          Name:
            NameFull: Alejandra Duarte
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1947-8518
            – Type: issn-electronic
              Value: 1947-8526
          Numbering:
            – Type: volume
              Value: 14
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Virtual and Personal Learning Environments
              Type: main
ResultId 1