Jillian M Cavanna
Biographic Data
| ID | 1604415 |
|---|---|
| NAME | Jillian M Cavanna |
| GIVEN NAMES | Jillian M |
| FAMILY NAME | Cavanna |
| SIGNATURE | CAVANNA J M |
| AFFILIATIONS | College of Education, Nursing, and Health Professions University of Hartford West Hartford Connecticut USA |
| ORCID | 0000-0002-2298-3576 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How Beginning Teachers' Enactment of Ambitious Mathematics Instruction Seems to Be Influenced by Mathematics Teaching Self‐Efficacy, Perceived Collective Responsibility, and Feedback on Instruction
In this mixed methods study, we carried out quantitative analyses in order to examine how 80 beginning elementary teachers' enactment of ambitious mathematics instruction seems to be affected by their levels of mathematics teaching self‐efficacy, their perceptions of collective responsibility among teachers at their schools, and feedback they received from principals, instructional coaches, and mentor teachers. We observed each teacher teach up t…
How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence
Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language …
How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence
Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language …
How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence
Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language …
How Beginning Teachers' Enactment of Ambitious Mathematics Instruction Seems to Be Influenced by Mathematics Teaching Self‐Efficacy, Perceived Collective Responsibility, and Feedback on Instruction
In this mixed methods study, we carried out quantitative analyses in order to examine how 80 beginning elementary teachers' enactment of ambitious mathematics instruction seems to be affected by their levels of mathematics teaching self‐efficacy, their perceptions of collective responsibility among teachers at their schools, and feedback they received from principals, instructional coaches, and mentor teachers. We observed each teacher teach up t…
Coherence (philosophical gambling strategy) (2 works) · Association (psychology) (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Collaborative Teaching and Inclusion (1 work) · Connected Mathematics (1 work) · Diverse Educational Innovations Studies (1 work) · Education, Achievement, and Giftedness (1 work) · Elementary mathematics (1 work) · Field (mathematics) (1 work) · Higher education (1 work)