Teacher Beliefs and Student Achievement in Urban Schools Serving African American Students

By A. Love, A. Kruger. 2005

190 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/262fa5eb7ae5404a5e1ca6cc59740973d65345f2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Matthew J. Griffin
2. Masako Nishio
3. Lawrence M. Clark
4. Jill Neumayer DePiper
5. Youyoung Choi
6. I-Hua Chang
7. Patricia F. Campbell
8. Toni M. Smith

In Sociology and Political Science

1. Lawrence M. Clark
2. I-Hua Chang
3. T. Frank

Citations in the corpus

• Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…not only between direct measures of teachers’ knowledge of mathematics content and pedagogy and student achievement (Baumert et al., 2010; Hill, Rowan, & Ball, 2005) but also between teachers’ beliefs about mathematics teaching and learning and student achievement (Love & Kruger, 2005).”
• The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement (2014, background): “A literature review located one refereed publication in a scholarly journal investigating the relationship between teachers’ beliefs about teaching, student needs, and mathematics achievement (Love & Kruger, 2005).”
• A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, background): “Teachers conduct the actual teaching practices; therefore, their beliefs, strategies, and classroom management directly influence student learning (Love and Kruger 2005 ; Liu and Lin 2007 ; Sun and Wang 2007 ).”