The Effects of Implementation of Action Research on Efficacy of Middle School Teachers of Mathematics

• In Event: Roundtable Session 17
  In Roundtable Session: Action Research: Exploring Current Issues

Abstract

With the increasing demand for improved student achievement in mathematics, emerging research investigates action research that support improved classroom instruction. This study examined teacher efficacy during the initial year of implementation of the Common Core State Standards in mathematics during implementation of action research in a middle school. Both the belief that mathematics instruction would result in student mathematics learning and the belief in their own ability to effectively teach mathematics statistically significantly increased, on average, after one year of participation in action research with large effects (1.15 and 1.30, respectively). The correlations between belief that mathematics instruction would result in student mathematics learning and the belief in their own ability to effectively teach mathematics were very strong and positive.

Author

• Mary E. Little, University of Central Florida