Temple A. Walkowiak | University of Virginia (original) (raw)

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Papers by Temple A. Walkowiak

Research paper thumbnail of Teacher Attributes and School Context: What Are the Barriers to Discourse in Elementary Mathematics?

International Group for the Psychology of Mathematics Education, 2016

This study utilized a multilevel model to examine the relationship between teacher attributes, sc... more This study utilized a multilevel model to examine the relationship between teacher attributes, school context, and the characteristics of the discourse within novice elementary mathematics lessons. MKT and teacher beliefs were significant predictors of the level of student explanation within teachers’ lessons while school SES and perceived levels of support accounted for variance in the overall mathematics discourse community.

Research paper thumbnail of The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons

Mathematics Teacher Education and Development, 2018

This research explores the frequency and nature of mathematics-specific feedback given to element... more This research explores the frequency and nature of mathematics-specific feedback given to elementary student teachers by university supervisors across a collection of post-lesson observation forms. Approximately one-third of the forms (n=250) analysed from five large universities had no comments related to mathematics. Forms that did have mathematics-specific feedback varied in terms of the number of summary, strength, and suggestion (i.e., type) comments and in the pedagogical focus (e.g., tasks, discourse) of those comments. Chi-square tests of independence indicated the frequency of forms with mathematics-specific feedback differed significantly by university. Results of additional Chi-square tests showed significant interactions between the type of comments and university and between the pedagogical foci of the comments and comment type. Contributing factors and implications, including connectedness of the university supervisors to the programs, professional development provi...

Research paper thumbnail of Changes in Teaching Efficacy Beliefs among Elementary Preservice Teachers from a STEM-focused Program: Case Study Analysis

JOITL, 2018

Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparatio... more Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in their mathematics and science teaching efficacy beliefs over the course of the year. Participants described unique ways of understanding their growth (or lack thereof) in teaching efficacy, the trajectory of teaching efficacy over the course of the year, and the role of teacher training in changing their efficacy beliefs.

Research paper thumbnail of Teacher Attributes and School Context: What Are the Barriers to Discourse in Elementary Mathematics?

International Group for the Psychology of Mathematics Education, 2016

This study utilized a multilevel model to examine the relationship between teacher attributes, sc... more This study utilized a multilevel model to examine the relationship between teacher attributes, school context, and the characteristics of the discourse within novice elementary mathematics lessons. MKT and teacher beliefs were significant predictors of the level of student explanation within teachers’ lessons while school SES and perceived levels of support accounted for variance in the overall mathematics discourse community.

Research paper thumbnail of The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons

Mathematics Teacher Education and Development, 2018

This research explores the frequency and nature of mathematics-specific feedback given to element... more This research explores the frequency and nature of mathematics-specific feedback given to elementary student teachers by university supervisors across a collection of post-lesson observation forms. Approximately one-third of the forms (n=250) analysed from five large universities had no comments related to mathematics. Forms that did have mathematics-specific feedback varied in terms of the number of summary, strength, and suggestion (i.e., type) comments and in the pedagogical focus (e.g., tasks, discourse) of those comments. Chi-square tests of independence indicated the frequency of forms with mathematics-specific feedback differed significantly by university. Results of additional Chi-square tests showed significant interactions between the type of comments and university and between the pedagogical foci of the comments and comment type. Contributing factors and implications, including connectedness of the university supervisors to the programs, professional development provi...

Research paper thumbnail of Changes in Teaching Efficacy Beliefs among Elementary Preservice Teachers from a STEM-focused Program: Case Study Analysis

JOITL, 2018

Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparatio... more Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in their mathematics and science teaching efficacy beliefs over the course of the year. Participants described unique ways of understanding their growth (or lack thereof) in teaching efficacy, the trajectory of teaching efficacy over the course of the year, and the role of teacher training in changing their efficacy beliefs.

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