Download or read book The Impact of Training and Teacher Experience on the Responsibility and Efficacy Beliefs of Title I Teachers written by Rachael Elizabeth Martin and published by . This book was released on 2020 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study sought to determine if there were significant differences in either the efficacy or responsibility beliefs of Title I teachers in connection to whether or not they received specialized training dealing with students of poverty as well as their teaching experience. The Teacher Responsibility Survey (TRS) was used to measure efficacy and responsibility beliefs from 218 teachers from eight different Title I schools in TN. Data showed that, though teachers generally had high perceptions of efficacy and responsibility beliefs, the specialized training they had received nor their teaching experience impacted those beliefs. Furthermore, some teachers were unaware of the true nature of a Title I school or expressed feeling unprepared to teach in a Title I school. Overall, this study indirectly addressed the problem that school districts face concerning high teacher turnover, especially within Title I schools, and contributes to the literature on factors that might improve the retention of effective teachers.

Download or read book Teacher Beliefs and Classroom Performance written by James Raths and published by IAP. This book was released on 2003-12-01 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.

Download or read book A Study of Self efficacy and Teacher Responsibility Beliefs of General and Special Education Teachers Within Inclusive Classrooms written by Miranda Christina Self and published by . This book was released on 2020 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study explored the self-efficacy and responsibility beliefs of teachers within inclusive classrooms. Data were collected from 192 teachers through out the state of Tennessee with experience in inclusive classrooms in grades K-12. The Techer Responsibility Scale (TRS) allowed participants to answer questions regarding their confidence in their own abilities and their levels of responsibility concerning their confidence their actions within the inclusive classroom. Analyses indicated that both general and special education teachers share similar self-efficacy and responsibility beliefs; however, each individual group had significantly higher senses of responsibility when compared to their self-efficacy beliefs. results from this study are beneficial to all education stakeholders and emphasize the need to offer a well-balanced curriculum within Educator Preparation Programs (EPPs) in order to increase the confidence and responsibility beliefs of new teachers as they enter the profession.

Download or read book International Handbook of Research on Teachers Beliefs written by Helenrose Fives and published by Routledge. This book was released on 2014-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.

Download or read book The Efficacy of Effort written by Julie A. Shane and published by . This book was released on 2010 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacher's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachers' beliefs about their personal ability to affect students' achievement and the outcomes of both the teachers' and the students' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individual's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachers' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachers' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachers' responses to the 24 items on Tschannen-Moran and Woolfolk Hoy's Teachers' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the Teachers' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the Teachers' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachers' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcher's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachers' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachers' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.

Download or read book Promoting Professional Growth written by Tracy L. Durksen and published by . This book was released on 2015 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers, with an inherent commitment to life-long learning, sow the seeds for their students to become life-long learners. Using motivational theories, I conducted a three-study dissertation that provides a developmental description of the connections between teachers' efficacy beliefs, engagement, and professional learning across two major professional life phases: pre-service teachers and practicing teachers. The overarching research question that guided my dissertation was: What patterns exist within and across professional life phases, in relation to the influences of efficacy and engagement on teachers' professional learning? I argue that university coursework during initial teacher education is the first and foundational professional learning experience for teachers. To enhance understanding of motivation and emerging beliefs about professional learning, I examined 153 second-year education students' questionnaire responses in Study 1 to answer the question: How do personal characteristics, teachers' self-efficacy, and current course engagement influence the professional learning beliefs of students at the beginning of their teacher education program? Participants responded to questionnaire items on professional learning, career choice satisfaction, teachers' self-efficacy, and engagement as a teacher education student. Program level and motivation to pursue an education degree contributed to a hypothesized structural equation model for motivation and professional learning. Study 1 concludes with implications for teacher educators. The final practicum placement is considered the most intensive professional learning experience for pre-service teachers. Therefore, Study 2 was set in the context of pre-service teachers' final practicum placements and aimed to answer the research question: How does a 9-week professional learning experience influence pre-service teachers' motivation, and in particular, commitment and engagement to the profession? Quantitative analyses of weekly questionnaire data collected from 150 participants during a final 9-week practicum revealed significant and non-linear patterns for commitment and engagement, while a multiple-case qualitative design with two contrasting cases highlighted the variability of pre-service teachers' experiences in the practicum. Results revealed themes akin to three basic psychological needs (autonomy, competence, and relatedness) and underscored the critical influence of a mentor teacher on a pre-service teachers' professional commitment and engagement. Study 2 concludes with practical implications for educational psychologists. Practicing teachers' professional learning beliefs and associated experiences not only impact their practice and influence their students but also play a key role in the professional lives of their colleagues. For Study 3, data were collected from 296 practicing teachers in order to answer the research question: How do practicing teachers' self- and collective efficacy beliefs and teacher engagement influence reasons and preferences for professional learning? Results include a model of practicing teachers' self-reported efficacy beliefs and teacher engagement in relation to professional learning. Teaching level and professional life phase predicted efficacy beliefs with teachers revealing collaboration as the most influential type of professional learning on efficacy beliefs. Conclusions highlight the role of collaboration in professional learning and outline practical implications and future research. Taken together, the three studies provide a descriptive and developmental (cohort-based) perspective of motivation and professional learning across two general professional life phases. In the concluding chapter, I synthesize the three studies by providing comparative results. For example, Chapter Five includes a comparison of the importance ratings provided by teacher education students (Study 1) and practicing teachers (Study 3) on reasons for professional learning. An integrative and theoretical model for teachers' motivation and professional learning is presented, along with overall recommendations for professional learning practices and future research.

Download or read book From Pre service to Practice written by Anita J. Williams and published by . This book was released on 2014 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined three teachers' self-efficacy development through lived experiences from pre-service through their first year teaching. Utilizing a multi-subject case study approach (Yin, 2003), the study explored what and how various experiences influenced three teachers' efficacy. Building upon the work of Bandura (1977, 1993) and Guskey (1988), Johnson (2010) described efficacious teachers as "resourceful, cause-and-effect thinkers who persist when things do not go smoothly and persevere in the face of setbacks" (p. 23). Previous research reports that teacher efficacy has powerful effects on teacher behaviors, and that the years during training may offer valuable exposure to efficacy-forming experiences (Johnson, 2010). Findings of this study indicate participants' past experiences and training in their preparation played a critical role in self-efficacy development. Secondly, an important objective of teacher education training is grounded in its program's mission and instructors' curriculum implementation. As such, both areas must be accomplished with fidelity to support beginning teachers' capacity to bridge the gap in understanding how theoretical ideas may be manipulated for practical use during instructional delivery. Additional research findings underscore the critical need for PK-16 educators and other stakeholders to acknowledge and address how beliefs and attitudes about diverse groups influence the quality of their education. With regard to these findings, the study discusses implications for teacher education programs, acknowledging the responsibilities stakeholders assume in training teacher candidates. As such, future research should utilize longitudinal studies and qualitative approaches to explore how teacher candidates' experiences in training influence self-efficacy development and teaching sustainability. Additionally, further research into gaining a deeper understanding of how different motivations to teach relate to teacher success will add beneficial insights to current literature in the field.

Download or read book Making a Difference written by Patricia T. Ashton and published by Longman Publishing Group. This book was released on 1986 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Beliefs in Title I Schools Compared to Teacher Beliefs in Nontitle I Schools written by Tammy Rene Nolan and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multiple case study was to discover and compare teacher beliefs of elementary teachers in Title I schools to elementary teachers in Non-title I schools. Two theories guided this study, Kegan’s Constructive Development Theory (CDT) and Bandura’s Theory of Self-Efficacy. Together the two theories provided a framework for how adults think and form beliefs that influence their decisions and behaviors. This qualitative research sought to answer the following questions: What do elementary teachers in Title I schools believe about themselves as teachers, compared to what elementary teachers in Nontitle I schools believe about themselves as teachers? What do elementary teachers in Title I schools believe about student learning, compared to what elementary teachers in Nontitle I schools believe about student learning? Ten teachers agreed to participate in the study, eight from a Title I school and two from a Nontitle I school. The participants in the study are all employed by the same school corporation. Data collection methods were focused interviews, asynchronous discussions and online reflections. Data analysis included memoing and coding, HyperRESEARCH and triangulation. Each source of data was memoed and coded separately to determine the frequency of common codes in that source. The most repeated codes of each source were then loaded into HyperRESEARCH for triangulation and to determine the codes most frequently shared among sources. HyperRESEARCH was also used to make comparisons between Nontitle I and Title I data. This research concluded that there are no significant differences between the beliefs of Title I teachers and Nontitle I teachers, however, they do have different stresses and successes due to the differences in the types of students they are teaching.

Download or read book Culturally Relevant Pedagogy and Novice Teacher Self Efficacy written by Jennifer Levine Medeiros and published by . This book was released on 2019 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: A key indicator of novice teacher efficacy is how adept teachers believe themselves to be with respect to impacting students' behavior, motivation, and achievement. Culturally relevant pedagogy has been proven to improve education outcomes in all three of these areas. This explanatory sequential, mixed-methods study examined culturally relevant pedagogy, novice teacher efficacy, and novice teacher persistence in an effort to understand the potential ways each area can impact the other two. Proper teacher training in culturally relevant pedagogy may increase general teaching self-efficacy and novice teacher retention, improving education outcomes for the most at-risk students. As such, this study used an explanatory sequential mixed methods approach to understand the possible relationships between novice teachers' self-efficacy beliefs around culturally relevant pedagogy, their overall perceptions of themselves as qualified, effective teachers, and their decisions on whether or not to persist at their site, in their district, or in education altogether. The study found little variance between novice teachers' confidence levels on both the Culturally Relevant Teaching Outcome Expectancy scale and the Culturally Relevant Teaching Self-Efficacy scale when data was aggregated by age group, sex, or years of teaching experience. Mean self-efficacy scores showed the greatest difference between the 26-35 age group and the 36-45 age group and between White and non-White respondents. While further investigation is required to delve more deeply into these differences, there is an implication that older teachers and teachers of color are inclined to greater confidence levels with regards to implementations of culturally relevant pedagogy. Interview data brought forth six key themes connecting to influences pushing novice teachers towards and away from culturally relevant practice; these themes can be organized into internal and external factors. Internal factors include ambivalence, critical consciousness, and self-reflection. External factors include relationships, time, and school culture. Other significant findings show novice teachers who have strong support for engaging with and reflecting on implementation of culturally relevant practices are more likely to pursue opportunities to practice and improve their culturally relevant practice. Results of this study provide insight for district administration and teacher leaders to guide the organization of teacher induction and teacher training programs. Limitations of this study, including the short time period for data collection and the limited sample size, will be discussed.

Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Download or read book Teacher Efficacy Beliefs and Classroom Management written by Hamid Reza Badiei and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: ....classroom managerial problems can have a substantive impact on the effectiveness of teaching and quality of learning. While on overabundance of opinions on classroom management are available from which to choose, many teachers remain certain strategies and beliefs as to what to do when faced with difficulties in classroom situations.Beliefs about how to manage and motivate students as well as initial success in acting on these beliefs may be related to the development of a sense of efficacy for beginning teachers and....

Download or read book Teacher s Educational and Self efficacy Beliefs as Predictors of Teaching for Creativity Practices written by Gracianne S. Zambrano and published by . This book was released on 2007 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship of teacher's educational and self-efficacy beliefs and their teaching for creativity practices. A total to 206 teachers from 11 elementary public schools in th Division of Taguig-Pateros participated in the study. The Teacher Beliefs Scale and Teacher Efficacy Scale and Teaching for Creativity practices survey comprises five dimensions: Divergent thinking and doing skills, General knowledge and thinking base, Focusing and task commitment, Motives and motivation and Openness and tolerance of ambiguity. Data nalaysis revealed that the respondents hold both learner-centered and no-learner-centered beliefs. Respondents also possess high efficacy beliefs implying that they are highly confident in their capabilities to influence student learning. Likewise, they often provide classroom experiences to their students directed towards development of creativity. Teaching experience is found to be positively and significantly related to self-efficacy beliefs and the divergent thinking and doing and openness and tolerance of ambiguity dimensions, suggesting that as teachers gain experience, the more they feel efficacious and the more often they use forms of teaching that develop students' divergent thinking skills and openness and tolerance and ambiguity. Multiple regression analysis revealed thet Learner-centered beliefs and self-efficacy beliefs are positive predictors of teaching for creativity practices, suggesting that the more teachers adhere to the learner-centered view and the more teachers feel efficacious, the more often they use forms of teaching that stimulate students' creativity. In the light of the findings, a creative education program is proposed with the aim of educating teachers on how to integrate teaching for creativity in their everyday classroom practices.

Download or read book Visible Learning written by John Hattie and published by Routledge. This book was released on 2008-11-19 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.

Download or read book Shaping Teacher Efficacy by Design written by and published by . This book was released on 2013 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using qualitative, interpretive methods (Erickson, 1986) in the multi-site case study tradition (Yin, 2009), this study examines how teacher education and work contexts play a role in the development of the efficacy beliefs of novice teachers learning in two embedded preparation programs, alternative routes to preparation that situate the majority of learning in and through schools managed by the same program. In doing so, this research offers a framework for not only understanding that program and school contexts matter but why and how they matter for the development of novice teacher efficacy.

Download or read book Personality and Science Training As Predictors of Science Teaching Efficacy Beliefs written by Holly Saint and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Various factors have been researched over the past decade related to teaching efficacy under NCLB. Bandura's Social Cognitive Theory (SCT) guided this correlational study with 13 Alabama and 10 Tennessee public school districts to examine 114 K-4 teachers' personality measured by the Big Five Inventory (BFI) personality factors; science pre-service training and school-district professional development training measured by an unpublished Science Training Survey; and science teaching efficacy beliefs measured by the Science Teacher Efficacy Belief Instrument (STEBI). The BFI's personality factors and science training were examined in combination using a hierarchical linear regression in an eight-step model while controlling for gender, years of experience, and classroom setting. The combination of the BFI factors, pre-service training, and professional development training was shown as a significant predictor of science teaching efficacy beliefs. The BFI factors, pre-service training, and professional development training were entered as individual blocks showing that three BFI factors (Agreeableness, Conscientiousness, and Openness), pre-service training, and professional development training were shown as significant, blocked predictors of science teaching efficacy beliefs.

Download or read book The Role of Self in Teacher Development written by Richard P. Lipka and published by SUNY Press. This book was released on 1999-01-01 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reflects some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points.