Efficacy Beliefs and Mathematics Instructional Practices of Early Career Elementary Teachers Working With English Learners

• In Event: Addressing Students' Language Learning in Math Science

Abstract

Early career elementary teachers are generally underprepared for skillfully instructing an increasingly diverse student population. Planning plays a key role in instruction of English learners (ELs), but less research has addressed mathematics instruction among early career teachers (ECTs) of ELs or how their instructional planning is associated with ambitious mathematics instruction. In this study, we collected survey and classroom observation data to examine how 100 ECTs’ mathematics lesson-planning practices were associated with the quality of mathematics instruction and how these associations were moderated by ECTs’ efficacy beliefs and the presence of ELs. This study contributes insight into the mathematics planning and instructional practices of ECTs working with ELs, so that learning outcomes for this vulnerable student population can be improved.

Authors

• Charlotte DeHaven Blain, University of Virginia

• Peter A. Youngs, University of Virginia