{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-1509"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-1509","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers","abstract":"A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote changes in teachers' practice that are consistent with the standards of the National Council of Teachers of Mathematics [NCTM]. Since teacher beliefs can have a significant influence on what teachers do in their classroom, this study investigated the impact of an alternative form of professional teacher development designed to impact both general and personal teacher efficacy beliefs toward the use of Standards-based mathematics. A professional teacher development study group [PDSG] was formed that consisted of a facilitator/participant and six elementary teachers who were interested in improving their mathematics instruction. The group met over a period of six months in eight sessions to examine their own mathematical thinking and beliefs as well as the mathematical thinking of children. Results indicated that general and personal teacher efficacy changed in a positive direction toward the use of Standards-based mathematics. These results suggest that the implementation of mathematics reform may be facilitated when teachers have the opportunity to engage in a PDSG specifically designed to attend to teacher efficacy beliefs and support positive changes in those beliefs.","abstract_html":"A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote changes in teachers' practice that are consistent with the standards of the National Council of Teachers of Mathematics [NCTM]. Since teacher beliefs can have a significant influence on what teachers do in their classroom, this study investigated the impact of an alternative form of professional teacher development designed to impact both general and personal teacher efficacy beliefs toward the use of Standards-based mathematics. A professional teacher development study group [PDSG] was formed that consisted of a facilitator/participant and six elementary teachers who were interested in improving their mathematics instruction. The group met over a period of six months in eight sessions to examine their own mathematical thinking and beliefs as well as the mathematical thinking of children. Results indicated that general and personal teacher efficacy changed in a positive direction toward the use of Standards-based mathematics. These results suggest that the implementation of mathematics reform may be facilitated when teachers have the opportunity to engage in a PDSG specifically designed to attend to teacher efficacy beliefs and support positive changes in those beliefs.","abstract_has_math":false,"creators":["Hundley, Kerri Lee"],"institution":"Brigham Young University - Provo","degree_name":"MA","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T01:28:03Z","subjects":["mathematics reform","teacher development","teacher efficacy beliefs","Teacher Education and Professional Development"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/510","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hundley, Kerri Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2006-07-20T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["Brigham Young University - Provo"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics reform","teacher development","teacher efficacy beliefs","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsarchive.byu.edu/etd/510","https://scholarsarchive.byu.edu/context/etd/article/1509/viewcontent/ETD_CISOPTR_730.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["David O. McKay School of Education; Teacher Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote changes in teachers' practice that are consistent with the standards of the National Council of Teachers of Mathematics [NCTM]. Since teacher beliefs can have a significant influence on what teachers do in their classroom, this study investigated the impact of an alternative form of professional teacher development designed to impact both general and personal teacher efficacy beliefs toward the use of Standards-based mathematics. A professional teacher development study group [PDSG] was formed that consisted of a facilitator/participant and six elementary teachers who were interested in improving their mathematics instruction. The group met over a period of six months in eight sessions to examine their own mathematical thinking and beliefs as well as the mathematical thinking of children. Results indicated that general and personal teacher efficacy changed in a positive direction toward the use of Standards-based mathematics. These results suggest that the implementation of mathematics reform may be facilitated when teachers have the opportunity to engage in a PDSG specifically designed to attend to teacher efficacy beliefs and support positive changes in those beliefs."]},{"key":"dc:format","label":"Dc Format","values":["application:pdf"]},{"key":"dc:source","label":"Dc Source","values":["Brigham Young University - Provo"]},{"key":"dc:title","label":"Title","values":["Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers"]}]}],"canonical_facts":{"dc:creator":["Hundley, Kerri Lee"],"dc:date":["2006-07-20T07:00:00Z"],"dc:description":["David O. McKay School of Education; Teacher Education"],"dc:description.abstract":["A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote changes in teachers' practice that are consistent with the standards of the National Council of Teachers of Mathematics [NCTM]. Since teacher beliefs can have a significant influence on what teachers do in their classroom, this study investigated the impact of an alternative form of professional teacher development designed to impact both general and personal teacher efficacy beliefs toward the use of Standards-based mathematics. A professional teacher development study group [PDSG] was formed that consisted of a facilitator/participant and six elementary teachers who were interested in improving their mathematics instruction. The group met over a period of six months in eight sessions to examine their own mathematical thinking and beliefs as well as the mathematical thinking of children. Results indicated that general and personal teacher efficacy changed in a positive direction toward the use of Standards-based mathematics. These results suggest that the implementation of mathematics reform may be facilitated when teachers have the opportunity to engage in a PDSG specifically designed to attend to teacher efficacy beliefs and support positive changes in those beliefs."],"dc:format":["application:pdf"],"dc:identifier":["https://scholarsarchive.byu.edu/etd/510","https://scholarsarchive.byu.edu/context/etd/article/1509/viewcontent/ETD_CISOPTR_730.pdf"],"dc:language":["English"],"dc:publisher":["Brigham Young University - Provo"],"dc:source":["Brigham Young University - Provo"],"dc:subject":["mathematics reform","teacher development","teacher efficacy beliefs","Teacher Education and Professional Development"],"dc:title":["Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers"],"dc:type":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T01:28:03Z"}