Annemarie Conley
Biographic Data
| ID | 4136777 |
|---|---|
| NAME | Annemarie Conley |
| GIVEN NAMES | Annemarie |
| FAMILY NAME | Conley |
| SIGNATURE | CONLEY A |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0003-1160-8401 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 3 |
Curricular policy as a collective effects problem
Using Value-Added Models to Measure Teacher Effects on Students’ Motivation and Achievement
Value-added (VA) models measure teacher contributions to student learning and are increasingly employed in educational reform efforts. Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students’ motivational orientations (mastery and performance achievement goals) and their mathematics performance. The analysis suggests less variation in teachers’ contributi…
Patterns of motivation beliefs
A person-centered approach integrated achievement goal and expectancy-value perspectives and identified patterns of mastery and performance-achievement goals (developing vs. demonstrating competence), task values (beliefs about interest, utility, importance, or opportunity costs), and competence beliefs. Cluster analysis classified 1,870 students (primarily Vietnamese and Latino) taught by 40 teachers in 148 math classrooms in 7 urban middle scho…
The Link between Educational Expectations and Effort in the College-for-all Era
From the Wisconsin status attainment model to rational choice, classical sociological, social-psychological, and economic theories of student educational transitions have assumed that students' expectations are positively related to their ultimate attainment. However, the growth of the college-for-all ethos raises questions about that assumption. Noting that American students' educational expectations rapidly outpaced their educational attainment…
The Case for Dreaming Big
The American educational system is no fairy tale. Students who think that it takes nothing more than a wish upon a star to make their educational dreams come true are sure to be disappointed. We agree with Professor Rosenbaum: In order to realize their educational dreams, students must invest considerable effort. Indeed, we believe so strongly in the central role of effort in the status attainment process that we made it—not test scores or cognit…
Changes in epistemological beliefs in elementary science students
The Link between Educational Expectations and Effort in the College-for-all Era
From the Wisconsin status attainment model to rational choice, classical sociological, social-psychological, and economic theories of student educational transitions have assumed that students' expectations are positively related to their ultimate attainment. However, the growth of the college-for-all ethos raises questions about that assumption. Noting that American students' educational expectations rapidly outpaced their educational attainment…
Using Value-Added Models to Measure Teacher Effects on Students’ Motivation and Achievement
Value-added (VA) models measure teacher contributions to student learning and are increasingly employed in educational reform efforts. Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students’ motivational orientations (mastery and performance achievement goals) and their mathematics performance. The analysis suggests less variation in teachers’ contributi…
Curricular policy as a collective effects problem
The Case for Dreaming Big
The American educational system is no fairy tale. Students who think that it takes nothing more than a wish upon a star to make their educational dreams come true are sure to be disappointed. We agree with Professor Rosenbaum: In order to realize their educational dreams, students must invest considerable effort. Indeed, we believe so strongly in the central role of effort in the status attainment process that we made it—not test scores or cognit…
Changes in epistemological beliefs in elementary science students
The Link between Educational Expectations and Effort in the College-for-all Era
From the Wisconsin status attainment model to rational choice, classical sociological, social-psychological, and economic theories of student educational transitions have assumed that students' expectations are positively related to their ultimate attainment. However, the growth of the college-for-all ethos raises questions about that assumption. Noting that American students' educational expectations rapidly outpaced their educational attainment…
The Case for Dreaming Big
The American educational system is no fairy tale. Students who think that it takes nothing more than a wish upon a star to make their educational dreams come true are sure to be disappointed. We agree with Professor Rosenbaum: In order to realize their educational dreams, students must invest considerable effort. Indeed, we believe so strongly in the central role of effort in the status attainment process that we made it—not test scores or cognit…
Patterns of motivation beliefs
A person-centered approach integrated achievement goal and expectancy-value perspectives and identified patterns of mastery and performance-achievement goals (developing vs. demonstrating competence), task values (beliefs about interest, utility, importance, or opportunity costs), and competence beliefs. Cluster analysis classified 1,870 students (primarily Vietnamese and Latino) taught by 40 teachers in 148 math classrooms in 7 urban middle scho…
Using Value-Added Models to Measure Teacher Effects on Students’ Motivation and Achievement
Value-added (VA) models measure teacher contributions to student learning and are increasingly employed in educational reform efforts. Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students’ motivational orientations (mastery and performance achievement goals) and their mathematics performance. The analysis suggests less variation in teachers’ contributi…
Curricular policy as a collective effects problem
Psychology (6 works) · Social Psychology (5 works) · Academic achievement (4 works) · Education, Achievement, and Giftedness (4 works) · Mathematics education (4 works) · Sociology (4 works) · Pedagogy (3 works) · Political science (3 works) · School Choice and Performance (3 works) · Demography (2 works)