Papers by Patricia F Campbell
Journal for Research in Mathematics Education, Mar 2014
This study investigates relationships between teacher characteristics and teachers’
beliefs abou... more This study investigates relationships between teacher characteristics and teachers’
beliefs about mathematics teaching and learning and the extent to which teachers
claim awareness of their students’ mathematical dispositions. A professional background
survey, a beliefs and awareness survey, and a teacher mathematical knowledge
assessment were administered to 259 novice upper-elementary and 184 novice
middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical
knowledge, special education certification, race, gender, and the percentage of their
students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.
Journal For Research in Mathematics Education, 2014
This study of early-career teachers identified a significant relationship between upperelementary... more This study of early-career teachers identified a significant relationship between upperelementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student-and teacher-level characteristics. Further, the mathematical content and pedagogical knowledge of middle-grades teachers were each directly and positively related to their students' mathematics achievement, with and without teacher-level controls. Significant interactions emerged between teachers' perceptions and knowledge influencing student achievement. Teachers' claimed awareness of their students' dispositions toward mathematics interacted with upperelementary teachers' content knowledge; middle-grades teachers' beliefs regarding modeling mathematical solutions and organizing instruction to support incremental mastery of skills interacted with both content and pedagogical knowledge. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
Journal for Research in Mathematics Education
This study of early-career teachers identified a significant relationship between upperelementary... more This study of early-career teachers identified a significant relationship between upperelementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student-and teacher-level characteristics. Further, the mathematical content and pedagogical knowledge of middle-grades teachers were each directly and positively related to their students' mathematics achievement, with and without teacher-level controls. Significant interactions emerged between teachers' perceptions and knowledge influencing student achievement. Teachers' claimed awareness of their students' dispositions toward mathematics interacted with upperelementary teachers' content knowledge; middle-grades teachers' beliefs regarding modeling mathematical solutions and organizing instruction to support incremental mastery of skills interacted with both content and pedagogical knowledge. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
Communications of the ACM, 1984
... What is the statistical relationship between a student's entrance characteri... more ... What is the statistical relationship between a student's entrance characteristics--SAT scores, high-school rank, and high-school science and math background--and his or her success in the first year of a computer science ... PATRICIA F. CAMPBELL and GEORGE P. McCABE ...
Journal for Research in Mathematics Education, Mar 2014
"This study investigates relationships between teacher characteristics and teachers’ beliefs abou... more "This study investigates relationships between teacher characteristics and teachers’ beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students’ mathematical dispositions. A professional background
survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.
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Papers by Patricia F Campbell
beliefs about mathematics teaching and learning and the extent to which teachers
claim awareness of their students’ mathematical dispositions. A professional background
survey, a beliefs and awareness survey, and a teacher mathematical knowledge
assessment were administered to 259 novice upper-elementary and 184 novice
middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical
knowledge, special education certification, race, gender, and the percentage of their
students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.
survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.
beliefs about mathematics teaching and learning and the extent to which teachers
claim awareness of their students’ mathematical dispositions. A professional background
survey, a beliefs and awareness survey, and a teacher mathematical knowledge
assessment were administered to 259 novice upper-elementary and 184 novice
middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical
knowledge, special education certification, race, gender, and the percentage of their
students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.
survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.