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Session Submission Summary

Do Various Teaching Approaches and Students’ Self-Concepts Affect Achievement Across Racial Groups and Subjects Differently? Findings Using the Data From Large-Scale International Studies

Sat, April 14, 12:25 to 1:55pm, Vancouver Convention Centre, Floor: First Level, East Ballroom C

Session Submission Type: Roundtable Session

Abstract

This symposium including four presentations explores two assumptions underlying U.S. teaching reform policies in mathematics, reading, and science using TIMSS, PISA, and PIRLS data. First, teaching is the major factor that influences student academic achievements and certain instructions are more effective than the others in improving student learning across racial groups. Second, students’ self-beliefs specific to a subject predicts their learning outcome in the subject, which can be strengthened to improve their achievements. The session’s first three presentations challenge the first assumption and the last presentation contests the second assumption in mathematics, reading, and science across different racial groups. Together, they call for alternative conceptions and refined empirical examinations of the relationships between teaching activities, student self-beliefs, and academic achievements.

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