Teacher Attitudes and Beliefs As Moderators to Student Beliefs and Achievement in Math

Washington, DC · May 2019

Poster · Developmental

Ashley Payne
Missouri State University
Leigh Harrell-Williams
University of Memphis
Lydia Needy
Missouri State University
James Ford
University of Memphis

Abstract

This study addressed whether teacher beliefs and expectations moderated the relationship between perception of teacher support (PTS) and math student outcomes. PTS was a predictor of math related outcomes for Black and White students; however, teacher beliefs and expectations moderated these relationships for White students only.

Education

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Teacher Attitudes and Beliefs As Moderators to Student Beliefs and Achievement in Math

Abstract

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