The main theme of the annual Teacher Education Conference is “Bringing Teacher Education Forward: National and International Perspectives”. We are happy to announce that two of our prominent researchers from the RespMath team will give two paper presentations connected to the RespMath project.
Associate professor Frode O. Haara will present the key features of the RespMath project design, and how we plan to use an intervention based approach to develop responsive pedagogy in lower secondary school mathematics teaching.
Associate professor Siv M. Gamlem will talk about the process of developing a survey questionnaire which will be used to collect data from students about their thoughts and experiences connected to self-regulation, feedback and self-efficacy in mathematics.
Read both abstracts below:
Developing responsive pedagogy in lower secondary school mathematics teaching
An intervention based approach
(presented by Associate professor Frode O. Haara)
The RespMath project is a NRC-project that aims to examine in depth the relationship between teachers’ responsive teaching, defined as feedback practice, and students’ learning outcome in mathematics, defined as achievements, self-regulation skills and self-efficacy. The project is an intervention-study to be carried out in collaboration with 10 lower secondary schools, 40 mathematics teachers and approximately 1000 9th grade pupils. The teachers will participate in designing the learning and assessment activities to be implemented during a seven months long intervention period, starting in September 2016. During the intervention part of the project we will qualitatively investigate how pupils’ and teachers’ perception of feedback practice, and the application of feedback practice, develops in the classrooms.
The model for the intervention has been developed through extensive discussions in the project group over a period of 12 months, and during this period been revised according to comments from the project’s international advisory board, representatives from the participating schools, and the Norwegian community of mathematics teacher educators. Developing the intervention is still a work in progress, and the design will be adjusted in discussions with representatives from the participating teachers and the project group. The emphasis is on defining core practices in teaching mathematics that will constitute the thematic priorities in the three phases of the intervention. Each phase will also be earmarked to one of the project’s three key theoretical constructs; the first phase to feedback-practice, the second phase to self-regulation and the third phase to self-efficacy. This part of the intervention planning will be finished in March 2016.
The intervention plan will be presented and discussed with the audience, both in relation to design and scientific rigor.
Responsive Pedagogy Questionnaire – the developing and validation process
(presented by Associate professor Siv M. Gamlem)
This proposal is about the process of developing a survey questionnaire as part of a research study funded by the Norwegian Research Council. The main goal with the current project is to examine the relationship between teachers’ responsive teaching, defined as feedback practice, and students’ learning outcome in Mathematics, defined as achievements, self-regulation skills and self-efficacy. The research context is 9th grade students in 10 schools in Norway, involving 1000 pupils in an experiment group and similar in a control group.
The questionnaire is developed from a theoretical model of academic self-assessment and self-regulated learning (Andrade, 2010), covering three main constructs Forethoughts (FT), Performance and control (PC) and Reflection (R). Three items set are developed for each construct representing concepts of self-regulation (Andrade, 2010; Pintrich, 2000; Zimmermann, 2000, 2002), feedback (Andrade, 2010; Hattie & Timperley, 2007), and self-efficacy (Bandura, 1977; Pintrich, Smith, Garcia & McKeachie, 1991; Usher & Pajares, 2008).
Validated instruments like the Norwegian version of the Cross Curricular Competences (CCC)/PISA-survey as well as the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991), the Achievement Emotions Questionnaire – Mathematics (AEQ-M) (Pekrun, Goetz & Frenzel, 2005) and the Student Perception Assessment survey (SPA) (Havnes, Smith, Dysthe & Ludvigsen, 2012) have been used to build items for this questionnaire.
The questionnaire consists of 80 items. Items are checked for text comprehension by the use of LIX (Björnsson, 1968). The questionnaire has been piloted twice, first as a qualitative approach with observation of informants answering the survey, followed by interviews with the informants afterwards (N=10). The second pilot was conducted with a convenience sample of 250 pupils from the experiment schools emphasizing factor- and reliability analysis.