Teacher beliefs count

The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress. Mike Askew, the author of Effective Teachers of Numeracy, found that beliefs about the nature of maths and what it means to understand it, along with teachers ideas about how children learn and their role in that process, was an important factor in how effective they were. Evidence to support this is not conclusive, however. A study by professor Steve Higgins of Durham University and the University of Newcastle upon Tynes David Moseley about teacher beliefs in ICT did not find a convincing relationships between beliefs and pupil progress.