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Direct linkMcNeill, Hayley; Polly, Drew – Early Childhood Education Journal, 2023
The purpose of this basic, exploratory study is to examine primary grades (K-2) teachers' perceptions of the self-efficacy of their students in mathematics, whether or not there is a difference in the self-efficacy between students based on their performance, and to gather information about how teachers are differentiating instruction. Forty…
Descriptors: Elementary School Teachers, Teacher Attitudes, Self Efficacy, Individualized Instruction
Putman, S. Michael; Cash, Anne H.; Polly, Drew – Action in Teacher Education, 2023
Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of an embedded internship…
Descriptors: Preservice Teachers, Self Efficacy, Culturally Relevant Education, Internship Programs
Gilson, Cindy M.; Polly, Drew; Strong, Kellan W. – Journal of Advanced Academics, 2022
Effective professional learning (PL) practices are essential for promoting experienced and talented teachers' continued growth, and ultimately, supporting student achievement, including gifted students. In this qualitative case study, we interviewed and surveyed 32 public and private school PK-12 teachers, an Executive Director, and a Board Member…
Descriptors: Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Faculty Development
Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard; Pugalee, David; Middleton, Catherina – Early Childhood Education Journal, 2018
This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…
Descriptors: Mathematics Instruction, Faculty Development, Mathematics Teachers, Elementary School Students
Urbina, Angela; Polly, Drew – International Journal of Information and Learning Technology, 2017
Purpose: The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt…
Descriptors: Elementary School Teachers, Technology Integration, Pedagogical Content Knowledge, Technological Literacy
Download full textMartin, Christie S.; Polly, Drew; Wang, Chuang; Lambert, Richard G.; Pugalee, David K. – International Journal for Technology in Mathematics Education, 2016
This study examined the influence of professional development on elementary school teachers' perceptions of and use of an internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their written…
Descriptors: Formative Evaluation, Mathematical Concepts, Elementary School Mathematics, Teacher Attitudes
Polly, Drew; McGee, Jennifer R.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.; Johnson, Sarah – Mathematics Educator, 2013
Mathematics educators continue to explore ways to improve student learning. Of particular interest are the relationships between teachers'
instructional practices, their beliefs towards mathematics teaching, and student learning outcomes. While some studies have found empirical links between teachers' enactment of specific instructional practices…
Descriptors: Mathematics Instruction, Mathematics Achievement, Correlation, Teaching Methods
