Teachers Beliefs and Behaviours – What Really Matters?

By D. Reynolds. 2002

125 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1de9501edf5cf0979f31f30949ea20212c141ac9

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Citations in the corpus

Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2018, background): “In a study on the academic gains made in a school year of primary school students, Muijs and Reynolds (2002) found that academic achievement and yearly gains were best predicted by teacher behavior.”
Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, result): “Similarly, others have supported the finding that teachers’ perceptions of self-efficacy are associated with successful classroom management (Mujis & Reynolds, 2002).”
Mentoring beginning primary teachers for exemplary teaching practices (2008, background): “Teachers’ instructional practices have been found to have strong direct effects on students’ achievement, more so than more distal teacher characteristics like teacher beliefs and knowledge, which are not necessarily translated into practice (Muijs & Reynolds, 2002).”
Measuring teacher effectiveness: Some methodological reflections (2006, background): “Furthermore, in some studies up to 75% of this variance has been explained by teacher behaviours (Muijs & Reynolds, 2002).”
Altering the Trajectory of the Self-Fulfilling Prophecy (2017, background): “For example, researchers have found that students are adept at inferring teachers’ expectations (e.g., Weinstein et al., 1987), and that teachers’ expectations tend to be more influential to students’ outcomes than the reverse (e.g., Muijis & Reynolds, 2002; Rubie-Davies, 2006).”
Teacher effects on student achievement in first grade: which aspects matter most? (2014, methodology): “Muijs and Reynolds (2002), following the distinction of Askew et al. (1997, as cited in Muijs & Reynolds, 2002) between connectionist, transmission, and discovery orientations, found that connectionist teacher beliefs had no direct effect on math achievement, but only an indirect effect via…”
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, background): “…particular teaching tasks in particular contexts (Tschannen-Moran et al., 1998), has been related to various teacher and student behaviors and outcomes (e.g., student achievement: Muijs & Reynolds, 2002; teacher stress: Greenwood, Olejnik, & Parkay, 1990; burnout: Fives, Hamman, & Olivarez, 2007).”
Research Framework on Mathematics Teacher Behaviour: Koehler and Grouws' Framework Revisited (2007, background): “Belief systems, according to Muijs and Reynolds (2002), are “dynamic and permeable mental structures, susceptible to change in light of experience” (p.4).”
Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale (2011, background): “…on individual and collective teacher self-efficacy has shown that a teacher’s self-efficacy is related to their goals and aspirations, and also predicts student motivation and achievement (e.g. Ashton and Webb 1986; Hoy and Davis 2005; Muijs and Reynolds 2002; Skaalvik and Skaalvik 2007, 2010).”