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This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 Australian secondary school students. Longitudinal structural equation models revealed positive effects of student-perceived overestimation of math ability by parents and teachers on students' intrinsic and utility math task values development. Perceived parental overestimations predicted intrinsic task value changes between all measurement occasions, whereas utility task value changes only were predicted between Grades 9 and 10. Parental influences were stronger for intrinsic than utility task values. Teacher influences were similar for both forms of task values and commenced after the curricular school transition in Grade 8. Results support the assumptions that the perceived encouragement conveyed by student-perceived mathematical ability beliefs of parents and teachers, promote positive mathematics task values development. Moreover, results point to different mechanisms underlying parents' and teachers' support. Finally, the longitudinal changes indicate transition-related increases in the effects of student-perceived overestimations and stronger effects for intrinsic than utility values. [ABSTRACT FROM AUTHOR]

This paper discusses the pedagogical beliefs of practicing teachers in two countries--Indonesia and Australia. It investigates what teachers deem to be important in planning and implementing teaching for effective student experiences in the classroom. Pedagogical beliefs are directly related to teachers' decision-making in planning and implementing their teaching; thus, they are directly relevant to attempts to understand and reform practice. In this study, pedagogical beliefs are constructed along the dimensions of Productive Pedagogy, a teaching framework developed in Australia and is increasingly used as research and professional development tool in a variety of educational settings. This paper argues that the main benefit of this type of research is not the measurement of teachers' beliefs but the potential of leading to action to improve teaching. It is hoped that further research might not only look at measuring beliefs but understanding of the contextual factors that give rise to these and to conduct interventions to change these towards improving practice. This study points to the observation that a universal program that is designed to reform teachers' beliefs and actions in teaching cannot be one-size-fits-all. It has to take local conditions into account. [ABSTRACT FROM AUTHOR]

This study describes a theoretical knowledge filter model that explains how teacher knowledge (beliefs and practices) shaped the implementation of a science curriculum in Australia. Over four school terms, four elementary and three secondary teachers participated in the study. Through the methodology of educational criticism (Eisner, 1991, The enlightened eye. New York: Macmillan) the results revealed that, in relation to their teaching, the teachers possessed three sets of beliefs: teachers’ expressed beliefs, teachers’ entrenched beliefs and teachers’ manifested beliefs. The outcome of this study is a model for identifying and observing the impact of teachers’ beliefs that can be utilised in facilitating change in education and in influencing communities of practice. [ABSTRACT FROM AUTHOR]