Document Type

Article

Publication Date

5-9-2019

Keywords

Faculty group competence, middle grades math achievement, student readiness to learn, teacher effectiveness

Abstract

This study examined student readiness to learn and teacher effectiveness in order to determine their impact on middle grades mathematics achievement. Survey data were collected from 964 middle grades students and 93mathematics teachers in Texas. This study is the first to use this particular collective efficacy short form with middle grade students, and factor analyses were conducted accordingly. Hierarchical linear modeling was used to measure the relationship between teacher perceptions of student readiness to learn and student perceptions of teacher effectiveness on mathematics achievement in the middle grades. The results of these analyses indicated that students’ perceptions of teacher effectiveness and teachers’ perceptions of student readiness to learn each made a significant contribution to the variance in middle grades mathematics achievement.Implications are discussed.

Digital Object Identifier (DOI)

10.1080/19404476.2019.1607138

Comments

This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This work was originally published as: W. Sean Kearney & Theresa Garfield (2019) Student Readiness to Learn and Teacher Effectiveness: Two Key Factors in Middle Grades Mathematics Achievement, RMLE Online, 42:5, 1-12, DOI: 10.1080/19404476.2019.1607138

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