Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.

Explains how negative attitudes toward math get established in the brain and what teachers can do to turn those attitudes around.

The overall intent of No Child Left Behind is to ensure the success of all students; however, within many schools, the components of the law have become the focus of leadership. For example, assessment literacy, measures of achievement, teacher behaviors and attitudes, and student achievement have become high priority issues. The results of student achievement data have been utilized to plan, implement, evaluate, and improve school reform. As a result of increased use of data in schools, need for assessment literacy of all stakeholders has increased. Teacher influence on student achievement and the importance of assessment literacy of teachers have been well documented; however, teacher attitude toward assessments and relationships to student achievement are not well understood nor well documented. This study focused on relationships among student achievement, teacher attitude about assessments, and teacher application of assessment data. Selected teacher demographic variables were used to define groups including grade level taught, length of service and education level. Data was analyzed using quantitative methods. Two major findings were identified. First, teacher self-reported behavior concerning assessments can significantly predict math achievement at the classroom level. Second, differences in attitude toward assessment existed between primary and intermediate teachers.