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Research across countries shows such teachers are less likely to enact mathematics instruction aligned with reform standards from national and international organizations. Regression analyses indicate mathematics-teaching experience and mathematics college coursework shape changes in self-efficacy through professional development, while evolving epistemic beliefs strongly predict mathematical knowledge for teaching. 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Teachers’Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools  \nDanyaM. Corkin  \nRice University, [danya.m.corkin@rice.edu](danya.m.corkin@rice.edu)  \nAdem Ekmekci  \nRice University, [ekmekci@rice.edu](ekmekci@rice.edu)  \nAnne Papakonstantinou Rice University, [apapa@rice.edu](apapa@rice.edu)  \nRecommended Citation  \nCorkin, D. M., Ekmekci, A., & Papakonstantinou, A. (2015). Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools. Australian Journal of Teacher Education, 40 (9).  \n[http://dx.doi.org/10.14221/ajte.2015v40n9.3](http://dx.doi.org/10.14221/ajte.2015v40n9.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss9/3](http://ro.ecu.edu.au/ajte/vol40/iss9/3)  \nAntecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High  \nPoverty Urban Schools  \nDanya Corkin  \nAdem Ekmekci,  \nAnne Papakonstantinou  \nRice University, United States of America  \nAbstract: This paper examines the antecedents of three types of  \neducational beliefs about mathematics among 151 teachers  \npredominantly working in high poverty schools. Studies across  \nvarious countries have found that teachers in high poverty schools are  \nless likely to enact instructional approaches that align with  \nmathematics reform standards set by national and international  \norganizations. Researchers contend that for instruction to change,  \neducational beliefs about mathematics and teaching must change.  \nRegression analyses indicated that mathematics-teaching experience  \nwas associated with teachers’ self-efficacy for teaching mathematics  \nat the onset of professional development and the number of  \nmathematics college courses teachers had taken moderated their  \nchange in self-efficacy beliefs through professional development.  \nFindings also indicated that epistemic beliefs about mathematics,  \nwhich became more availing through professional development, were  \nthe strongest predictor of their mathematical knowledge for teaching.  \nResults may inform professional development programs in promoting  \nadaptive educational beliefs among teachers in high poverty schools.  \nIntroduction  \nAt a time when perceived teacher effectiveness in the United States is minimized to the measurement of students’ achievement growth (Snyder & Dillow, 2011), and concerns over teacher quality have increased internationally (Leigh & Ryan, 2008; Rowe, 2003), it is imperative not to discount the role of teachers’ educational beliefs on effective instruction (Akay & Boz, 2010; Pajares, 1992) . Recognizing the importance of teachers’ educational beliefs, several researchers have noted its significant role in both teacher education, including professional development, and in teacher quality (Enochs, Smith, Huinker, 2000; Pintrich, 1990; Wilkins, 2008) . Consistent with this assertion, research has found an association between teachers’ beliefs and teacher effectiveness (Stipek, Givvin, Salmon, & MacGyvers, 2001) . For example, previous findings indicate that teacher’ beliefs about their ability to successfully perform teaching-related tasks (self-efficacy) influences the type of instructional strategies they adopt and their instructional effectiveness (Guskey, 1988; Stipek et al., 2001) .  \nStudents who are most in need of effective instruction are economically disadvantaged students as it is well documented that they tend to perform not as well on achievement tests compared to their more affluent peers (e.g., Aikens & Barbarin, 2008) . However, both national and international studies assessing teacher quality have consistently found that low-income students, unfortunately, receive l","cbCainzbVFb21n5P","https://ap.wps.com/l/cbCainzbVFb21n5P","pdf",811630,33,"English","# Introduction\n## Role of teachers’ educational beliefs\n## Instructional challenges in high-poverty schools\n# Abstract\n## Study purpose and context\n## Key predictors from regression analyses","[{\"question\":\"What does the study investigate about teachers in high-poverty schools?\",\"answer\":\"It examines antecedents of three types of educational beliefs about mathematics among 151 in-service teachers working predominantly in high-poverty schools.\"},{\"question\":\"How did professional development relate to teachers’ beliefs?\",\"answer\":\"Regression analyses show that mathematics-teaching experience was associated with initial self-efficacy, and mathematics college courses moderated how self-efficacy beliefs changed through professional development.\"},{\"question\":\"Which belief domain most strongly predicted teachers’ mathematical knowledge for teaching?\",\"answer\":\"Epistemic beliefs about mathematics, which became more availing through professional development, were the strongest predictor of mathematical knowledge for teaching.\"}]","Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools - Paper | PDF",1792079498,83]