Improving mathematics results: does teachers' academic optimism matter? A study of lower secondary schools
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10382663" target="_blank" >RIV/00216208:11410/18:10382663 - isvavai.cz</a>
Výsledek na webu
<a href="https://doi.org/10.1080/09243453.2018.1446449" target="_blank" >https://doi.org/10.1080/09243453.2018.1446449</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/09243453.2018.1446449" target="_blank" >10.1080/09243453.2018.1446449</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Improving mathematics results: does teachers' academic optimism matter? A study of lower secondary schools
Popis výsledku v původním jazyce
Educational effectiveness research has provided evidence about the importance of teacher beliefs and attitudes for teaching and learning. This study builds on the concept of academic optimism, which combines 3 aspects of a teacher's professional creed: self-efficacy, trust, and academic emphasis. The study explores the functioning of the collective and individual measures of academic optimism in the Czech environment and studies its impact on students' outcomes. The analyses are based on pilot data from 39 schools, 325 teachers, and 1,316 Grade 9 students and on the data from the Czech Longitudinal Study in Education (CLoSE), covering 163 schools, 1,469 teachers, and 4,798 students. The individual measure was selected for further studies based on 2-level confirmatory factor analysis. Two-level structural equation modelling showed a significant impact of a school's academic optimism on students' achievement even after controlling for prior achievement and socioeconomic status at both the student and the school level. (C) 2018, (C) 2018 Informa UK Limited, trading as Taylor & Francis Group.
Název v anglickém jazyce
Improving mathematics results: does teachers' academic optimism matter? A study of lower secondary schools
Popis výsledku anglicky
Educational effectiveness research has provided evidence about the importance of teacher beliefs and attitudes for teaching and learning. This study builds on the concept of academic optimism, which combines 3 aspects of a teacher's professional creed: self-efficacy, trust, and academic emphasis. The study explores the functioning of the collective and individual measures of academic optimism in the Czech environment and studies its impact on students' outcomes. The analyses are based on pilot data from 39 schools, 325 teachers, and 1,316 Grade 9 students and on the data from the Czech Longitudinal Study in Education (CLoSE), covering 163 schools, 1,469 teachers, and 4,798 students. The individual measure was selected for further studies based on 2-level confirmatory factor analysis. Two-level structural equation modelling showed a significant impact of a school's academic optimism on students' achievement even after controlling for prior achievement and socioeconomic status at both the student and the school level. (C) 2018, (C) 2018 Informa UK Limited, trading as Taylor & Francis Group.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: Vztahy mezi dovednostmi, vzděláváním a výsledky na trhu práce: longitudinální studie</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
School Effectiveness and School Improvement
ISSN
0924-3453
e-ISSN
—
Svazek periodika
29
Číslo periodika v rámci svazku
3
Stát vydavatele periodika
NL - Nizozemsko
Počet stran výsledku
18
Strana od-do
446-463
Kód UT WoS článku
000452188200005
EID výsledku v databázi Scopus
2-s2.0-85043333588