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Ross, John A.; Scott, Garth; Bruce, Catherine D. – School Science and Mathematics, 2012
Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy-value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self-beliefs. Extant literature is…
Descriptors: Self Efficacy, Failure, Mathematics Achievement, Social Cognition
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Ross, John A.; Sibbald, Tim; Bruce, Catherine D. – Journal of Computer Assisted Learning, 2009
Previous research has examined factors influencing teacher decisions to integrate technology using between-teacher designs. This study used a within-teacher design to compare students who were assigned multi-media learning objects for learning fractions with students taught by the same teachers who were not assigned to the technology. There were…
Descriptors: Mathematics Education, Self Efficacy, Mathematics Achievement, Educational Technology
Ross, John A. – 1994
Grade 7 mathematics students (n=18) were audiotaped while working in cooperative learning groups on 4 occasions over a 16 week period. After the second and third recordings, students were given edited transcripts of their discussions and were trained in how to interpret them. They used an instrument to appraise their group processes 1-2 times per…
Descriptors: Case Studies, Cooperative Learning, Feedback, Grade 7
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Ross, John A.; Hogaboam-Gray, Anne; Gray, Peter – Leadership and Policy in Schools, 2004
Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary…
Descriptors: Teacher Effectiveness, Structural Equation Models, Academic Achievement, Social Cognition
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Ross, John A.; McKeiver, Sharon; Hogaboam-Gray, Anne – Canadian Journal of Education, 1997
Four grade-9 mathematics teachers in Canada were studied over one year as they implemented destreaming (detracking), which was an externally induced reform in their school system. Implementation of the destreaming had an immediate negative effect on teacher expectations of their own efficacy, but their beliefs rebounded over the year. (SLD)
Descriptors: Attitude Change, Educational Change, Foreign Countries, Grade 9
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Ross, John A.; Bruce, Catherine D. – International Journal of Mathematical Education in Science and Technology, 2009
Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers' knowledge of the discipline and pedagogical content knowledge. We theorized…
Descriptors: Educational Technology, Grade 7, Pedagogical Content Knowledge, Misconceptions