Masako Nishio - Academia.edu (original) (raw)

Papers by Masako Nishio

Research paper thumbnail of Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions

Journal for Research in Mathematics Education, 2014

This study investigates relationships between teacher characteristics and teachers' beliefs a... more This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.

Research paper thumbnail of Teacher Characteristics Associated With Mathematics Teachers’ Beliefs and Awareness of Their Students’ Mathematical Dispositions

Journal for Research in Mathematics Education, Mar 2014

This study investigates relationships between teacher characteristics and teachers’ beliefs abou... more This study investigates relationships between teacher characteristics and teachers’
beliefs about mathematics teaching and learning and the extent to which teachers
claim awareness of their students’ mathematical dispositions. A professional background
survey, a beliefs and awareness survey, and a teacher mathematical knowledge
assessment were administered to 259 novice upper-elementary and 184 novice
middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical
knowledge, special education certification, race, gender, and the percentage of their
students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.

Research paper thumbnail of Use of private supplementary instruction (private tutoring) by U.S. high school students: Its use and academic consequences

The purpose of this study is to examine a rapidly growing educational phenomenon in the United St... more The purpose of this study is to examine a rapidly growing educational phenomenon in the United States: private supplementary instruction (private tutoring). This instruction is offered out-of-school time, focused on academic subjects, and provided mostly for a fee. Its primary goal is to help students prepare for college entrance examinations (advancement), or address difficulties in academic subjects (remedial). Using the concept of human capital as the primary theoretical framework, the study examines possible reasons for the use of private supplementary instruction and possible benefits that accrue to individuals from its use. The study examines if families with higher levels of educational aspirations or less academic satisfaction with their schools are more likely to use private supplementary instruction. It also considers whether students who use supplementary instruction have higher gains in mathematics achievement or higher likelihood of college acceptance. Data for this study come from the National Education Longitudinal Study and includes approximately 7,600 students who attended high school between 1990 and 1992. Students and parents were asked about the use of private supplementary instruction when students were 12 th graders. Follow-up surveys in 1994 indicated students' postsecondary enrollment status two years later. Analyses of the use and effects of private Most importantly, I'd like to express my sincere appreciation to my family-Akihiko Nishio, my husband, and Miyu Nishio, our daughter. Despite having a very demanding job himself, Aki always supported me and provided me with time and space that I needed to continue and finish my work. I cannot thank enough his patience and generosity. Miyu is always my greatest source of inspiration. She has been the key for me to be connected with the real world of education. This was very helpful to me, especially when, in the course of my work, my days became very abstract and monotonous. I also would like to thank Ms. Milagros Carr, Ms. Karen Tolosa, and especially Ms. Lizah Mandiringa, who assisted me and my family enormously, especially when I was struggling to complete my work. Ms.Vandana Mathur helped me to refine the paper with her quality editorial work. Without their contributions, I would never have finished my work. Finally, I'd also like to extend my gratitude to my parents and my mother-in-law, Hiroko Nomura and Masando Nomura, and Yoshiko Nishio. They all live in my home country, Japan, and have given me continuous moral support. v

Research paper thumbnail of The relationship between teachers’ mathematical content and pedagogical knowledge, teachers’ perceptions, and student achievement

Journal For Research in Mathematics Education, 2014

This study of early-career teachers identified a significant relationship between upperelementary... more This study of early-career teachers identified a significant relationship between upperelementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student-and teacher-level characteristics. Further, the mathematical content and pedagogical knowledge of middle-grades teachers were each directly and positively related to their students' mathematics achievement, with and without teacher-level controls. Significant interactions emerged between teachers' perceptions and knowledge influencing student achievement. Teachers' claimed awareness of their students' dispositions toward mathematics interacted with upperelementary teachers' content knowledge; middle-grades teachers' beliefs regarding modeling mathematical solutions and organizing instruction to support incremental mastery of skills interacted with both content and pedagogical knowledge. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

Research paper thumbnail of The relationship between teachers’ mathematical content and pedagogical knowledge, teachers’ perceptions, and student achievement

Journal for Research in Mathematics Education

This study of early-career teachers identified a significant relationship between upperelementary... more This study of early-career teachers identified a significant relationship between upperelementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student-and teacher-level characteristics. Further, the mathematical content and pedagogical knowledge of middle-grades teachers were each directly and positively related to their students' mathematics achievement, with and without teacher-level controls. Significant interactions emerged between teachers' perceptions and knowledge influencing student achievement. Teachers' claimed awareness of their students' dispositions toward mathematics interacted with upperelementary teachers' content knowledge; middle-grades teachers' beliefs regarding modeling mathematical solutions and organizing instruction to support incremental mastery of skills interacted with both content and pedagogical knowledge. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

Research paper thumbnail of Teacher Characteristics Associated With Mathematics Teachers’ Beliefs and Awareness of Their Students’ Mathematical Dispositions

Journal for Research in Mathematics Education, Mar 2014

"This study investigates relationships between teacher characteristics and teachers’ beliefs abou... more "This study investigates relationships between teacher characteristics and teachers’ beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students’ mathematical dispositions. A professional background
survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.

Research paper thumbnail of Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions

Journal for Research in Mathematics Education, 2014

This study investigates relationships between teacher characteristics and teachers' beliefs a... more This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.

Research paper thumbnail of Teacher Characteristics Associated With Mathematics Teachers’ Beliefs and Awareness of Their Students’ Mathematical Dispositions

Journal for Research in Mathematics Education, Mar 2014

This study investigates relationships between teacher characteristics and teachers’ beliefs abou... more This study investigates relationships between teacher characteristics and teachers’
beliefs about mathematics teaching and learning and the extent to which teachers
claim awareness of their students’ mathematical dispositions. A professional background
survey, a beliefs and awareness survey, and a teacher mathematical knowledge
assessment were administered to 259 novice upper-elementary and 184 novice
middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical
knowledge, special education certification, race, gender, and the percentage of their
students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.

Research paper thumbnail of Use of private supplementary instruction (private tutoring) by U.S. high school students: Its use and academic consequences

The purpose of this study is to examine a rapidly growing educational phenomenon in the United St... more The purpose of this study is to examine a rapidly growing educational phenomenon in the United States: private supplementary instruction (private tutoring). This instruction is offered out-of-school time, focused on academic subjects, and provided mostly for a fee. Its primary goal is to help students prepare for college entrance examinations (advancement), or address difficulties in academic subjects (remedial). Using the concept of human capital as the primary theoretical framework, the study examines possible reasons for the use of private supplementary instruction and possible benefits that accrue to individuals from its use. The study examines if families with higher levels of educational aspirations or less academic satisfaction with their schools are more likely to use private supplementary instruction. It also considers whether students who use supplementary instruction have higher gains in mathematics achievement or higher likelihood of college acceptance. Data for this study come from the National Education Longitudinal Study and includes approximately 7,600 students who attended high school between 1990 and 1992. Students and parents were asked about the use of private supplementary instruction when students were 12 th graders. Follow-up surveys in 1994 indicated students' postsecondary enrollment status two years later. Analyses of the use and effects of private Most importantly, I'd like to express my sincere appreciation to my family-Akihiko Nishio, my husband, and Miyu Nishio, our daughter. Despite having a very demanding job himself, Aki always supported me and provided me with time and space that I needed to continue and finish my work. I cannot thank enough his patience and generosity. Miyu is always my greatest source of inspiration. She has been the key for me to be connected with the real world of education. This was very helpful to me, especially when, in the course of my work, my days became very abstract and monotonous. I also would like to thank Ms. Milagros Carr, Ms. Karen Tolosa, and especially Ms. Lizah Mandiringa, who assisted me and my family enormously, especially when I was struggling to complete my work. Ms.Vandana Mathur helped me to refine the paper with her quality editorial work. Without their contributions, I would never have finished my work. Finally, I'd also like to extend my gratitude to my parents and my mother-in-law, Hiroko Nomura and Masando Nomura, and Yoshiko Nishio. They all live in my home country, Japan, and have given me continuous moral support. v

Research paper thumbnail of The relationship between teachers’ mathematical content and pedagogical knowledge, teachers’ perceptions, and student achievement

Journal For Research in Mathematics Education, 2014

This study of early-career teachers identified a significant relationship between upperelementary... more This study of early-career teachers identified a significant relationship between upperelementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student-and teacher-level characteristics. Further, the mathematical content and pedagogical knowledge of middle-grades teachers were each directly and positively related to their students' mathematics achievement, with and without teacher-level controls. Significant interactions emerged between teachers' perceptions and knowledge influencing student achievement. Teachers' claimed awareness of their students' dispositions toward mathematics interacted with upperelementary teachers' content knowledge; middle-grades teachers' beliefs regarding modeling mathematical solutions and organizing instruction to support incremental mastery of skills interacted with both content and pedagogical knowledge. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

Research paper thumbnail of The relationship between teachers’ mathematical content and pedagogical knowledge, teachers’ perceptions, and student achievement

Journal for Research in Mathematics Education

This study of early-career teachers identified a significant relationship between upperelementary... more This study of early-career teachers identified a significant relationship between upperelementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student-and teacher-level characteristics. Further, the mathematical content and pedagogical knowledge of middle-grades teachers were each directly and positively related to their students' mathematics achievement, with and without teacher-level controls. Significant interactions emerged between teachers' perceptions and knowledge influencing student achievement. Teachers' claimed awareness of their students' dispositions toward mathematics interacted with upperelementary teachers' content knowledge; middle-grades teachers' beliefs regarding modeling mathematical solutions and organizing instruction to support incremental mastery of skills interacted with both content and pedagogical knowledge. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

Research paper thumbnail of Teacher Characteristics Associated With Mathematics Teachers’ Beliefs and Awareness of Their Students’ Mathematical Dispositions

Journal for Research in Mathematics Education, Mar 2014

"This study investigates relationships between teacher characteristics and teachers’ beliefs abou... more "This study investigates relationships between teacher characteristics and teachers’ beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students’ mathematical dispositions. A professional background
survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships
between teachers’ beliefs and awareness and teachers’ mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings
and implications for mathematics teacher education.