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PhD in Education alumna Teomara (Teya) Rutherford (2014) is first author with colleagues on a new publication: "Teacher Value for Professional Development, Self-Efficacy, and Student Outcomes within a Digital Mathematics Intervention" in Contemporary Educational Psychology. Dr. Rutherford is an assistant professor of Educational Psychology at North Carolina State University's College of Education.
Abstract We examined teacher self-efficacy within the context of a suite of mathematics learning games, Spatial Temporal Mathematics (ST Math) to analyze the associations between teacher value for professional development and self-efficacy, and the associations of both with student achievement outcomes. We found that higher teacher valuing of ST Math professional development was associated with higher self-efficacy for teaching ST Math, and that teacher self-efficacy had a small positive association with student achievement, although the latter result was not replicated in a subdivision of the sample. These associations provide information on how teacher perceptions and self-beliefs about interventions and professional development may drive implementation and student outcomes. Rutherford, T., Long, J. J., & Farkas, G. (2017). Teacher Value for Professional Development, Self-Efficacy, and Student Outcomes within a Digital Mathematics Intervention. Contemporary Educational Psychology Comments are closed.
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