Teacher Self-Efficacy and Mathematics Achievement among Racial and Ethnic Minority Students: Evidence from the High School Longitudinal Study of 2009

Autor/in	Partida, Eliud
Titel	Teacher Self-Efficacy and Mathematics Achievement among Racial and Ethnic Minority Students: Evidence from the High School Longitudinal Study of 2009
Quelle	(2022), (161 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Claremont Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-8027-1230-6
Schlagwörter	Hochschulschrift; Dissertation; Minority Group Students; Racial Differences; Ethnicity; STEM Education; Teacher Competencies; Educational Quality; High School Students; High School Teachers; Self Efficacy; Mathematics Achievement; Correlation; Teacher Characteristics; Institutional Characteristics; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rassenunterschied; Ethnizität; STEM; Lehrkunst; Quality of education; Bildungsqualität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation
Abstract	Current data suggests that for every 1000 U.S. high school students only about a dozen from Racial and Ethnic Minority (REM) groups will obtain a STEM degree and pursue a STEM occupation. These numbers underscore the wealth of untapped talent in our high schools and the pressing need to broaden participation among REM students in STEM. Yet, policies aimed at improving teacher quality as a vehicle for broadening participation of REM students in STEM use measures that at best, are only weakly associated with positive educational outcomes for REM students. This study contributes an ecological perspective and analysis to advance current conceptions, research and policy around STEM teacher quality and improving the educational outcomes for REM students in STEM. It applies multilevel modeling to data from the High School Longitudinal Study of 2009 to examine the relationship between "Teacher Self-Efficacy" and the "Mathematics Achievement" of REM high school students. The results showed that "Teacher Self-Efficacy" was strongly associated with the "Mathematics Achievement" of REM students, even after controlling for prior achievement, individual student characteristics, and teacher quality measures such as teaching certification, subject-matter expertise, and years of teaching experience. Furthermore, "School Climate" was found to moderate the relationship between "Teacher Self-Efficacy" and the "Mathematics Achievement" thereby underscoring the particular importance of both teacher beliefs and school context for REM students. The final model detected no "Mathematics Achievement" gap between the REM student subgroup and the general student population. However, Asian and Black students performed statistically significantly above and below the national average respectively. Finally, model comparisons revealed notable differences in the relative influence of individual, teacher, and school factors on the "Mathematics Achievement" of American Indian, Black/African American, Hispanic, and Hawaiian/Pacific Islander student subgroups. Limitations and implications for policy and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01