期刊名称：RMLE Online: Research in Middle Level Education
电子版ISSN：1940-4476
出版年度：2019
卷号：42
期号：5
页码：1-13
DOI：10.1080/19404476.2019.1607138
出版社：Taylor and Francis Ltd
摘要：This study examined student readiness to learn and
teacher effectiveness in order to determine their impact
on middle grades mathematics achievement. Survey data
were collected from 964 middle grades students and 93
mathematics teachers in Texas. This study is the first to
use this particular collective efficacy short form with
middle grade students, and factor analyses were
conducted accordingly. Hierarchical linear modeling
was used to measure the relationship between teacher
perceptions of student readiness to learn and student
perceptions of teacher effectiveness on mathematics
achievement in the middle grades. The results of these
analyses indicated that students’ perceptions of teacher
effectiveness and teachers’ perceptions of student
readiness to learn each made a significant contribution to
the variance in middle grades mathematics achievement.
Implications are discussed.
关键词：Faculty group competence ; middle grades math achievement ; student readiness to learn ; teacher effectiveness
