Adam Vincent Maltese

An Accelerated Longitudinal Design Study Examining Emotional Engagement toward Learning Science from Grades 3 through 12

Abstract As educators, we often see the enthusiasm for learning science in schools starting out strong in primary years and then fading as student progress into middle and secondary school. The motivation of this study is to offer a picture of how students’ emotional engagement i...

Teachers’ assessment literacy and student science achievement: insights from multilevel analysis of TIMSS data

Abstract This study examined the extent to which school-level variation in science teachers' assessment literacy predicts student science achievement in secondary education, after accounting for student-level differences in socioeconomic status and motivation toward science. Draw...