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dc.contributor.authorGamlem, Siv Therese Måseidvåg
dc.contributor.authorKvinge, Lars Malvin Røsseland
dc.contributor.authorSmith, Kari
dc.contributor.authorEngelsen, Knut Steinar
dc.identifier.citationCogent Education. 2019, 6 (1), .nb_NO
dc.description.abstractIn this study, we examine the short-term effects of an intervention aimed at developing teachers’ responsive pedagogy in mathematics. The study analyses how an emphasis on responsive pedagogy in 9th grade classrooms over a period of seven months might strengthen students’ self-regulated learning using learning strategies, self-efficacy and achievement in mathematics. Nine schools attended as intervention group (N=40 classes; 1003 students). 11 compatible schools (N=37 classes; 896 students) were recruited as a control group. Students responded to a pre-post questionnaire and conducted a pre-post achievement test. Results show small, significant differences between the total scores for the pre- and post-measures in the intervention group for the variables elaboration, task value motivation, effort and persistence, self-efficacy and self-conception. Significant differences between the treatment and control group is found for the achievement emotions anxiety and enjoyment. No significant difference is found for achievement in mathematics.nb_NO
dc.publisherCogent OA, part of the Taylor & Francis Groupnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleDeveloping teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.journalCogent Educationnb_NO
dc.description.localcode© 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. You are free to: Share — copy and redistribute the material in any medium or format. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. No additional restrictions You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.nb_NO
cristin.unitnameInstitutt for lærerutdanning

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