dc.contributor.author | Gamlem, Siv Therese Måseidvåg | |
dc.contributor.author | Kvinge, Lars Malvin Røsseland | |
dc.contributor.author | Smith, Kari | |
dc.contributor.author | Engelsen, Knut Steinar | |
dc.coverage.spatial | Norway, vestlandet | nb_NO |
dc.date.accessioned | 2019-12-05T14:58:04Z | |
dc.date.available | 2019-12-05T14:58:04Z | |
dc.date.created | 2019-10-10T12:23:37Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Gamlem, S. M., Kvinge, L. M., Smith, K., Engelsen, K. S., & Hansen, V. L. (2019). Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning? Cogent Education, 6(1). | nb_NO |
dc.identifier.issn | 2331-186X | |
dc.identifier.uri | http://hdl.handle.net/11250/2632044 | |
dc.description.abstract | In this study, we examine the short-term effects of an intervention aimed at developing teachers’ responsive pedagogy in mathematics. The study analyses how an emphasis on responsive pedagogy in 9th grade classrooms over a period of seven months might strengthen students’ self-regulated learning using learning strategies, self-efficacy and achievement in mathematics. Nine schools attended as intervention group (N=40 classes; 1003 students). 11 compatible schools (N=37 classes; 896 students) were recruited as a control group. Students responded to a pre-post questionnaire and conducted a pre-post achievement test. Results show small, significant differences between the total scores for the pre- and post-measures in the intervention group for the variables elaboration, task value motivation, effort and persistence, self-efficacy and self-conception. Significant differences between the treatment and control group is found for the achievement emotions anxiety and enjoyment. No significant difference is found for achievement in mathematics. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Taylor & Francis | nb_NO |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | mathematics education | nb_NO |
dc.subject | education | nb_NO |
dc.subject | primary education - teaching practice | nb_NO |
dc.subject | education - social sciences | nb_NO |
dc.subject | counseling techniques & intervention | nb_NO |
dc.subject | educational research | nb_NO |
dc.title | Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning? | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.rights.holder | © 2019 The Author(s). | nb_NO |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 | nb_NO |
dc.source.pagenumber | 39 | nb_NO |
dc.source.volume | 6 | nb_NO |
dc.source.journal | Cogent Education | nb_NO |
dc.source.issue | 1 | nb_NO |
dc.identifier.doi | 10.1080/2331186X.2019.1676568 | |
dc.identifier.cristin | 1735940 | |
dc.relation.project | Norges forskningsråd: 237442 | nb_NO |
cristin.unitcode | 203,11,1,0 | |
cristin.unitcode | 203,10,0,0 | |
cristin.unitname | Institutt for helse- og omsorgsvitskap | |
cristin.unitname | Fakultet for lærarutdanning, kultur og idrett | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |