Context Variation in U.S. High Schoolers' Mathematics Orientations

Autor/inn/en	Hanselman, Paul; Buontempo, Jenny
Titel	Context Variation in U.S. High Schoolers' Mathematics Orientations
Quelle	In: Educational Researcher, 52 (2023) 7, S.459-462 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanselman, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X231177671
Schlagwörter	Mathematics Instruction; High School Students; Context Effect; Mathematics Achievement; Prior Learning; Educational Environment; Mathematics Anxiety; Algebra; Student Attitudes; Student Surveys; Course Selection (Students); Public Schools + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorkenntnisse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Schülerbefragung; Course selection; Kurswahl; Public school; Öffentliche Schule
Abstract	Educators increasingly recognize the importance of students' learning orientations, but relatively little is known about how these mindsets vary across and potentially shape educational settings. We use nationally representative data to document contextual variation in mathematics orientations in U.S. high schools. We find systematic variation in orientations between differentiated course levels within school, suggesting orientations are more a feature of proximate instructional contexts than general school climate. Between-course variation in orientations is comparable to analogous sorting on demographic characteristics and not primarily explained by prior achievement. Measures of individual learning orientations at scale hold promise for understanding collective educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01