Browse by author
Lookup NU author(s): Professor Daniel Muijs, Professor David Reynolds
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
In this study we looked at the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2148 students in the UK using achievement tests, classroom observation and questionnaires. Structural equation modeling was used to test the hypothesis that all these factors would have a direct or indirect effect, with the factors most proximal to student achievement (teacher behaviors) having the strongest direct effect while more distal factors (e.g. teacher beliefs) influencing student achievement indirectly. This hypothesis was not rejected by the data.
Author(s): Reynolds D; Muijs D
Publication type: Article
Publication status: Published
Journal: Journal of Classroom Interaction
Year: 2002
Volume: 37
Issue: 2
Pages: 3-15
ISSN (print): 0749-4025
Publisher: Journal of Classroom Interaction
Notes: In this quantitative study published in the leading US journal on classroom processes, we looked at the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2148 students in the UK using achievement tests, classroom observation and questionnaires, and was analysed using structural equation modelling.
