ERIC Number: EJ1038918
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reference Count: 91
Role of Teacher Characteristics and School Resources in Early Mathematics Learning
Jung, Eunjoo; Brown, Elizabeth T.; Karp, Karen S.
Learning Environments Research, v17 n2 p209-228 Jul 2014
The authors investigated the degree to which school-level teacher characteristics and resources are related to the mathematics learning of kindergarten children using a sample drawn from a large US database. Kindergarten-level teacher characteristics were operationalised as collective teacher efficacy, teacher experience and teacher preparation; kindergarten resources were operationalised as efforts that schools make to reach out to parents, classrooms with mathematics manipulatives, and classroom technology. Kindergarten students learned more in mathematics over a year in schools where teachers' collective efficacy was high. School resources yielded a range of significant yet mixed results in young children's mathematics achievement. Notably, younger students and students entering kindergarten with lower levels of mathematical skills benefited greatly from classroom resources. Overall, the presence of classroom technology as a school-level resource was positively related with older kindergarten students' learning. Based upon the findings, organisational and policy implications are discussed.
Descriptors: Teacher Characteristics, Kindergarten, Role, Mathematics Education, Learning Processes, Teacher Education, Teaching Experience, Mathematics Achievement, Teacher Effectiveness, Self Efficacy, Educational Resources, Age Differences, Preschool Teachers
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Authoring Institution: N/A