Zobrazeno 1 - 10
of 45
pro vyhledávání: '"Janette Bobis"'
Autor:
Janette Bobis, James Russo, Ann Downton, Maggie Feng, Sharyn Livy, Melody McCormick, Peter Sullivan
Publikováno v:
Mathematics, Vol 9, Iss 6, p 582 (2021)
Despite the construct of challenge being recognized as an essential element of mathematics instruction, concerns have been raised about whether such approaches benefit students with diverse academic needs. In this article, we focus on the beliefs and
Externí odkaz:
https://doaj.org/article/c1be2ec638f54357b200d6f2ad1bbaf9
Publikováno v:
Education Sciences, Vol 11, Iss 2, p 35 (2021)
Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote lea
Externí odkaz:
https://doaj.org/article/b707af55cd1846ad95db6d5e00eae9aa
Publikováno v:
Applied Cognitive Psychology. 36:1356-1364
Autor:
Janette Bobis, Kristen Tripet
Publikováno v:
International Encyclopedia of Education(Fourth Edition) ISBN: 9780128186299
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e6aa7066c39bf34be9f6ae8b99206163
https://doi.org/10.1016/b978-0-12-818630-5.04062-8
https://doi.org/10.1016/b978-0-12-818630-5.04062-8
Autor:
Maggie Feng, Ann Downton, Peter Sullivan, James Russo, Sally Hughes, Sharyn Livy, Janette Bobis, Melody McCormick
Publikováno v:
Mathematics Education Research Journal. 35:1-21
Despite teacher enjoyment of teaching being associated with a range of benefits for teachers and their students, little research exploring the characteristics of teachers who enjoy teaching mathematics exists. Semi-structured interviews were conducte
Publikováno v:
Applied Cognitive Psychology. 34:1522-1529
Publikováno v:
European Journal of Psychology of Education. 35:703-725
According to the self-determination theory, autonomy-supportive teaching is considered an effective approach to motivate students to learn. The present study investigates the effect of students’ perceived autonomy support on math achievement over t
Publikováno v:
Journal of Mathematics Teacher Education. 23:615-632
Mathematics teachers’ identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics h
Publikováno v:
Educational Psychology. 39:489-509
Using growth modeling, this study examined trajectories of ‘switching on’ (aspirations) and ‘switching off’ (disengagement) in mathematics across middle school and high school. In addition, guided ...
Autor:
Maggie Feng, Ann Downton, Janette Bobis, Sharyn Livy, James Russo, Peter Sullivan, Melody McCormick
Publikováno v:
Mathematics
Volume 9
Issue 6
Mathematics, Vol 9, Iss 582, p 582 (2021)
Volume 9
Issue 6
Mathematics, Vol 9, Iss 582, p 582 (2021)
Despite the construct of challenge being recognized as an essential element of mathematics instruction, concerns have been raised about whether such approaches benefit students with diverse academic needs. In this article, we focus on the beliefs and