NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED527253
Record Type: Non-Journal
Publication Date: 2009
Pages: 89
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-3899-3
ISSN: N/A
Teachers' Beliefs and Practices about Self-Regulated Learning in Secondary Mathematics Classrooms
Dix, Alice Catharine
ProQuest LLC, Ph.D. Dissertation, University of Florida
The purposes of this study were to examine the relationship between high school mathematics teachers' reported beliefs and practices about self-regulated learning with observed classroom instruction, to examine differences in reported beliefs and practices when compared by grade level, subject, course taught, and number of years teaching experience, and to determine whether they was a relationship between reported beliefs and reported practices. Secondary mathematics teachers (n = 37) completed a survey about their beliefs and practices about self-regulated learning. Four teachers agreed to participate in classroom observations. Each of the four teachers was observed on three or four occasions for a combined total of 22 hours. Statistical analyses were conducted on the survey data; domain analysis was completed on the field notes from classroom observations. Findings from the classroom observations were compared to survey results to confirm or refute findings from the survey. Five themes emerged from classroom observations--student as teacher, teacher questioning, teacher emphasis on note-taking, individualized help, and students helping students. Practices that support the facilitation of self-regulated learning were observed within the themes of teacher questioning and students helping students. While survey results showed that teachers reported using instructional practices practices daily and weekly to promote the development of self-regulation in students these practices were not observed in classrooms. There was a significant relationship between number of years teaching experience and teachers' reported beliefs. Additionally, there was a significant interaction between number of years teaching and teachers' reported beliefs when controlling for grade level taught. The findings in this study show the incongruence between teachers' reported beliefs and observed practices and showcase the need for professional development aimed at helping teachers learn how to promote SRL during instruction. Studied aimed at revealing the relationship between teachers' beliefs and practices about SRL have the potential to improve student learning and outcomes. Increasing teachers' use of SRL can help ensure that U.S. students are able to compete globally in mathematics and compete with students around the world especially in science, technology, engineering, and mathematics (STEM). [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A