Mathematics Success of Black Middle School Students: Direct and Indirect Effects of Teacher Expectations and Reform Practices.

By Michael E. Woolley, Marilyn E. Strutchens, Melissa C. Gilbert, W. Martin. 2010

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Motivation and Achievement of Middle School Mathematics Students (2017, background): “Additional studies have revealed that high student interest or motivation in the area of mathematics produces high test scores and student achievement in various contexts (Ahmed et al., 2010; Shores & Shannon, 2007; Singh, Granville, & Dika, 2002; Steinmayr & Spinath, 2009; Woolley et al., 2010).”
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “…(MSLQ); C Roeser & Eccles (1998) SP: Academic Self-Concept; G Roeser et al. (1998) SP: Academic competence; C Ryan & Patrick (2001) SP: Academic self-efficacy (PALS); C Woolley et al. (2010) SP: Academic self-efficacy (PALS); C, mathematics Value Davis & Lease (2007) SP: Intrinsic value (adapt.”
Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM (2017, background): “Like other opportunity gaps, lack of access to gifted education constrains the potential of Black girls, which reduces and compromises possibilities for learning based on the quality of available services (Jahn & Myers, 2014; Woolley et al., 2010).”