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- W4220828067 abstract "Abstract Teaching effectiveness is a core issue in educational research; however, there is little consensus about the most important results of classroom teaching from an international perspective. The effectiveness of teaching has remained a ‘black box’ for a long time. In the secondary study described in this paper we used empirical data for Shanghai taken from the international Organization for Economic Co-operation and Development (OECD) study Global Teaching InSights (GTI) —initially the Teaching and Learning International Survey (TALIS) Video Study—which was based on videotaped direct observations of classroom teaching. Eighty-five junior high school mathematics teachers and their students in Shanghai were observed to explore the impact of specific teaching practices on students’ interest, self-efficacy, and mathematics achievement scores. The results revealed that social-emotional support and instruction quality were the key dimensions relating to the characteristics and differences of mathematics lessons in Shanghai. While the former had a significantly positive impact on students’ general mathematics self-efficacy, the latter had a significantly positive impact on students’ mathematics interest. Although specific teaching practices had no significant direct impact on students’ mathematics achievement scores, social-emotional support and instruction quality considerably influenced students’ academic performance in an indirect way via general self-efficacy." @default.
- W4220828067 created "2022-04-03" @default.
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- W4220828067 date "2022-03-24" @default.
- W4220828067 modified "2023-10-01" @default.
- W4220828067 title "Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights" @default.
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- W4220828067 doi "https://doi.org/10.1007/s11858-022-01343-9" @default.
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