Psychosocial and Sociocultural Factors Associated with Cross-Cultural Adaptability

This survey study examined a set of psychosocial and sociocultural variables to determine if there were any significant group differences in responses to an instrument that measured crosscultural adaptability among urban high school teachers. A goal of this study was to evaluate the effects of sociocultural experience and the perceived coping efficacy measures of cross-cultural adaptability. This study sought insight into the relationship between teachers\u27 previous experiences and their perceived instructional and cross-cultural efficacy. Using a survey research design that included a Personal Data Questionnaire and an instrument developed by Kelley and Meyers ( 1992), the Cross-Cultural Adaptability Inventory (CCAI), data were collected anonymously from 98 educators from high schools in Northeast Florida. The psychosocial factors included vocational identity associated with teaching responsibility, years of training, educational level, age, gender, and ethnicity. Sociocultural factors, which are learned through membership in a common culture, were also examined. These factors included perceptions of exposure and comfort with cultural diversity, experience teaching in a culturally diverse school, background experience residing outside of the U.S, or in a culturally diverse neighborhood, and number of hours completed in multicultural training. A multivariate analysis of variance (MANOV A) was used to examine the effects of three of the independent variables: job responsibility, self-efficacy factors, and ethnicity. Pearson product-moment and Spearman rank correlations were run to describe the relationship of characteristics and experiences to the scores on the dimensions of the CCAI. MANOVA was used to examine differences in the scores on the dimensions of the CCAI. The results from all of the statistical analyses showed that at the .05 alpha levels, significant differences were found with the variables measuring self-appraisal of efficacy and differences related to experience in living outside of the U.S. Significant differences were also noted in scores of Perceptual Acuity based on the experience of living in a culturally diverse neighborhood. There was no significant relationship found between the scores on the dimensions of the Cross-Cultural Adaptability Inventory for those teachers who reported completed hours of diversity training. There were no significant differences found in the scores on the dimensions of the CCAI between the factors of ethnicity, age, gender, level of education, vocational identity, years experience, or experience in culturally diverse schools. The results of the analyses support previous research in the areas of self-efficacy, responsive pedagogy, and exposure theory. Implications of this study illuminate the need to review current approaches for teacher training in the field of multicultural education. The results of this study also indicate that the psychosocial factors of self-efficacy warrant further consideration in the development of teacher training programs. Future study is recommended to examine the relationship of psychosocial influences and their influences on instructional efficacy and culturally responsive pedagogy. Teacher education programs and staff development initiatives must explore more creative approaches to exposing future and practicing teachers to diversity, and persist in providing opportunities for teachers to reflect and develop cultural understanding and instructional efficacy

Mathematical Dispositions of Novice Upper-Elementary Teachers: A Phenomenological Study

The purpose of this transcendental phenomenological study was to describe the mathematical dispositions of novice upper-elementary teachers by exploring their experiences as teachers of mathematics in the Great Lakes region of the United States. Ball’s theory of mathematical knowledge for teaching and Bandura’s self-efficacy theory guided this study. The research project sought to answer the central research question: How do novice upper-elementary teachers perceive and describe their experiences teaching mathematics? Data, in the forms of audio diaries, individual interviews, and online focus groups were collected from a purposeful sample of 10 novice upper-elementary teachers. Data analysis followed a systematic procedure that included the 3 core processes of epoche, transcendental phenomenological reduction, and imaginative variation. Three themes emerged from this research: Life Changing Decisions, Connections with Students, and Rethinking Mathematics Class. The findings revealed how novice upper-elementary teachers aspire to put their students first and make a difference in the way their students experienced learning mathematics. Trends in their intentional actions and behaviors indicated a productive disposition. Further research is needed about teachers’ collective efficacy and the mathematical dispositions of secondary teachers of mathematics

THE EFFECT OF USING DRAGONBOX ON THE MATHEMATICS TEACHING EFFICACY OF PRESERVICE MIDDLE GRADE TEACHER

The purpose of this study was to examine the effects of using the mathematical simulation games of DragonBox on preservice middle-level teachers’ mathematics teaching efficacy. The study employed an embedded, exploratory case study design using mixed methods techniques. The study comprised of 33 preservice middle-level mathematics teachers enrolled in a course designed to prepare middle childhood educators to teach mathematics in urban, suburban or culturally diverse middle school classrooms. The purpose of the course was also to provide current and future middle school teachers with the mathematics content, essential concepts, methodology, activities, and resources to both learn and teach mathematics in grades 4-8. Quantitative and Qualitative data were collected using five instruments: Mathematics Teaching Self-Efficacy Scale (MTSES) (Ryang, 2010), researcher’s journal, observation logs, interview protocols and artifacts. Quantitative data analysis was conducted using Wilcoxon Signed-Rank nonparametric test and reliability measure. The qualitative data were analyzed using Lichtman’s (2013) six-step coding protocol through Dedoose’s (2017) web application. The units of analysis for the qualitative data consisted of episodes where the preservice mathematics teachers engage with DragonBox gaming environment. Results of the Wilcoxon Signed-Rank test showed no statistical significance (at p =.216) in the MTSES posttest median score compared to the MTSES pretest median score, which indicated no change in the level of mathematics teaching efficacy. Six themes emerged as a result of qualitative data analysis related to teacher perceptions and factors associated with teaching middle-level mathematics using DragonBox. The data gathered was triangulated from the qualitative data. Through the themes, participants indicated they perceived the use of DragonBox as a learning tool, differentiate way to engage future students, and goal-directed learning tool that still relied heavily on teacher support. Participants also expressed that conceptual understandings and careful planning were needed to connect with a highly technology-driven society. The themes that transpired from the triangulation of qualitative data and the quantitative data was reviewed through the lens of the causal model of triadic reciprocal causation. Overall, this study showed that upon engaging with DragonBox gaming environment, preservice teachers had a more positive perception of the usefulness of DragonBox in teaching middle-level mathematics

The Relationship Between Mathematics Teachers’ Perceptions of Student Motivation and their Use of Instructional Strategies for At-Risk Math Students

Student motivation in mathematics education can be affected by many variables, especially for at-risk students. Existing information is limited regarding teacher perceptions of their own pedagogy, instructional strategies, and at-risk student motivation in the area of mathematics for middle school and high school students. The purpose of this study was to analyze middle school and high school mathematics teachers’ perceptions of their own pedagogy, instructional strategies, and at-risk students’ motivation in mathematics. Deci and Ryan’s self-determination theory was the theoretical framework used to guide the current study, which focuses on psychological and instinctive needs of individuals. An explanatory, sequential mixed method design was used to examine data from two separate quantitative surveys and qualitative data gathered from eight one-on-one interviews. Using SPSS analytical computer software, descriptive statistics were obtained. Qualitative data were coded manually by the researcher using in-vivo coding and then again using axial coding. Some of the key findings of the study included participants perceived at-risk students were more motivated in mathematics when the curriculum made connections to students’ everyday lives and perceived teacher relationships with students had the greatest impact on student motivation. The results of this study may encourage mathematics teachers to develop relationships with their at-risk students and choose instructional strategies, which may promote at-risk student motivation in mathematics

Teachers’ Perceptions of Their Practices Related to Implementing a PBIS Plan in the Intermediate Grade Levels

The objective of this dissertation is to explore how preservice training impact teachers’ perceptions of their practices related to implementing a Positive Behavioral Interventions and Supports (PBIS) plan in intermediate grade levels. This was accomplished through qualitative methods of data collection and analysis, namely surveys, interviews, and focus groups. Participants attended two focus group meetings during the study to express their concerns and receive information on the data of the pretest and posttest surveys. Interviews were conducted with three of the ten participants for more in-depth investigation of teachers’ perceptions. The findings showed a strong connection between providing a preservice training and teachers’ perceptions. The study concluded that proving teachers with training increased their perceptions by providing resources to be effective in implementing their plan. The school community was changed through the study with students receiving more incentives and rewards for making good choices and reduced referral forms. These findings shed light on the topic of providing preservice training for teachers to assist in their effectiveness in the classroom and allow more instructional time for academics

Even if the research says it doesn\u27t work, it works: Teachers\u27 epistemic beliefs and enactment

The purpose of this study was to examine teachers’ availing and nonavailing epistemic beliefs about teaching and learning, with particular focus on beliefs about visual, auditory, and kinesthetic (VAK) learning styles; the study investigated VAK belief sources and justification, and the ways those beliefs were enacted in classroom practice. 660 teachers in Mississippi were surveyed, with the large majority (94.5%) reporting they believed that students’ learning styles are important for learning. Most teachers had been introduced to the idea in teacher preparation coursework, and few had heard about information suggesting learning styles were not supported by research. Teachers reported that they considered learning styles to be useful for student grouping, assessments, and instructional delivery. Implications for bridging educational psychology research and teacher practices are discussed in light of findings

Self-Directed Learning: A Potential Predictor of Technology Integration Confidence among Preservice Teachers

The purpose of this study was to examine the relationship between self-directed learning (SDL) and the confidence to integrate technology into the classroom among preservice K-12 teachers enrolled at a large southeastern university. The intent was to determine the extent to which SDL is related to technology integration confidence and, further, to what extent SDL predicts technology integration confidence. In this study, the Personal Responsibility Orientation—Self-Directed Learning Scale (PRO-SDLS) (Stockdale, 2003; Stockdale & Brockett, 2010) was used to measure levels of learner self-direction. Additionally, the Technology Integration Confidence Scale (TICS) (Browne, 2009) was revised (TICS-R) and was used to measure the confidence to integrate technology into the classroom. To conduct this study, a teacher education program at one large, southeastern university was chosen as the population. Of this population, coordinators for two courses offered in the teacher education program gave permission to survey their students. Of these two courses, 143 preservice teachers were contacted, 115 responded, and 102 fully participated. Analysis was conducted to investigate the relationships between the factors of SDL and technology integration confidence. Demographic variables of age, gender, ethnicity, teacher education program, GPA, and whether or not they had completed the teacher education technology course at this university were also examined, but were primarily intended to provide a profile of the sample. This study revealed that SDL has both a significant relationship with and is a predictor of technology integration confidence. Significant relationships were found among the factors of the PRO-SDLS and the subscales of the TICS-R. The strongest relationship was between self-efficacy and technology integration confidence. Self-directed learning was found to predict technology integration confidence at a statistically significant level. The reliability of the PRO-SDLS was found to be consistent with previous research, and the TICS-R was found to be highly reliable, giving promise to future use and further development. Based on these results, this study includes implications for preservice teacher education, as well as recommendations for future research

Typologies of didactical strategies and teachers’ pedagogical beliefs : a theoretical review

Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers’ pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher’s pedagogical beliefs. The study recommends that the teachers’ cognitions i.e., teachers’ pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education

The Relationship Among Mathematics Anxiety, Mathematical Self-Efficacy, Mathematical Teaching Self-Efficacy, and the Instructional Practices of Elementary School Teachers

The purpose of this quantitative, correlational study was to explore the relationships among the variables of mathematics anxiety, mathematical self-efficacy, mathematical teaching self-efficacy, and the instructional practice of elementary school teachers. The study included 320 practicing elementary teachers who teach mathematics to students in kindergarten through eighth grade. These teachers completed the Abbreviated Mathematics Anxiety Scale, the Mathematics Teaching and Mathematics Self-Efficacy survey, and the Patterns of Adaptive Learning Survey. Quantitative data analysis methods included descriptive statistics and multiple regression analysis. Results indicated a statistically significant relationship between mathematical teaching self-efficacy (efficacy) and mastery approaches to instruction, as well as a significant relationship between mathematical teaching self-efficacy (content) and performance-based instruction. The contradiction found within the data suggested an inconsistency among teachers regarding how their mathematical teaching self-efficacy influences their instructional practices. Additionally, results indicated that when teaching mathematics as it relates to mathematics content, teachers are confident in their abilities to provide performance-based instruction. This study offers findings to mathematics teacher educators and elementary mathematics teachers about the importance of identifying and resolving the internal conflict found within the subscales of mathematical teaching self-efficacy because of its relationship to elementary teachers\u27 instructional practices

Enhancing English Learners\u27 Academic Resilience: A Professional Development/Learning Design Study

This professional development/learning design study sought to create, evaluate, and refine a learning experience for English language learning (ELL) teachers that provided them with additional instructional tools to support improvement of Multilingual Learners and English Learners’ (MLs/ELs) academic resilience. MLs/ELs are one of the fastest growing groups of students in U.S. schools with one of the lowest academic performance and graduation rates. These students are also a vulnerable and resilient population that could have been exposed to distressing and adverse experiences. ELL teacher preparation has concentrated on fostering language and literacy development; still, MLs/ELs’ achievement gap fails to close significantly, and their resilience abilities are not effectively transferred to academics. Research shows that improving emotional intelligence skills benefits all areas of life. The integration of emotion education and language development offers a more comprehensive approach to MLs/ELs’ learning for its impact to academics, relationships, performance, decision-making, and health. This study used educational design-based research (DBR) and conjecture mapping to produce and validate theoretical and pragmatic outcomes–the conceptual framework, Enhancing MLs/ELs’ Academic Resilience, and a suggested table of contents for ELL teacher preparation in emotional intelligence education with social-emotional learning, brain-based learning, self-efficacy, trauma-informed care, and language development evidence-based practices–to strengthen ELL teacher learning and MLs/ELs’ attributes of personal resilience and academic achievement