Annaline Flint
Biographic Data
| ID | 3655670 |
|---|---|
| NAME | Annaline Flint |
| GIVEN NAMES | Annaline |
| FAMILY NAME | Flint |
| SIGNATURE | FLINT A |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-1506-5179 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Beliefs, demographics, and context predicting instructional practices in Aotearoa New Zealand classrooms
Achievement and beliefs outcomes of students with high and low expectation teachers
Teacher gender, and expectation of reading achievement in New Zealand elementary school students
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Teacher beliefs, teacher characteristics, and school contextual factors
Background.There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes.Aims.The purpose of this research was to explore relationships between the teacher characteristics of gender and tea…
Achievement and beliefs outcomes of students with high and low expectation teachers
Teacher gender, and expectation of reading achievement in New Zealand elementary school students
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Teacher beliefs, teacher characteristics, and school contextual factors
Background.There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes.Aims.The purpose of this research was to explore relationships between the teacher characteristics of gender and tea…
Teacher beliefs, teacher characteristics, and school contextual factors
Background.There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes.Aims.The purpose of this research was to explore relationships between the teacher characteristics of gender and tea…
Teacher gender, and expectation of reading achievement in New Zealand elementary school students
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Achievement and beliefs outcomes of students with high and low expectation teachers
Beliefs, demographics, and context predicting instructional practices in Aotearoa New Zealand classrooms
Developmental psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Mathematics education (3 works) · Psychology (3 works) · Teacher Professional Development and Motivation (3 works) · Academic achievement (2 works) · Class (philosophy (2 works) · Reading (process (2 works) · Social Psychology (2 works) · Sociology of Education (2 works)