Download or read book The Relationship Between In service Teachers Culturally Responsive Teaching Self efficacy and Outcome Expectancy Beliefs Instructional Practices CLASS and Student Outcomes in the Urban School Setting written by Karrie Anne Snider and published by . This book was released on 2015 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally responsive teaching self-efficacy and outcome expectancy beliefs have emerged as constructs to investigate pre-service teacher preparedness for teaching children who represent culturally, ethnically, economically, linguistically, racially and religiously diverse backgrounds, who often attend urban schools. Once prepared for urban education, the question remains, what are the classroom outcomes for teacher-graduates during their first years of teaching? Using the Culturally Responsive Teaching Self-Efficacy Belief Scale (CRTSE), the Culturally Responsive Outcome Expectancy Beliefs Scale (CRTOE), and the Classroom Assessment Scoring System (CLASS), this researcher explored K-6th grade classroom outcomes of in-service teachers (n=69) from one teacher education preparation program in a Midwest urban area. Multiple regression and correlation analyses were applied to investigate the relationship between CRTSE, CRTOE and CLASS scores as predictor variables of student outcomes. CRTSE, CRTOE and CLASS scores statistically significantly predicted 19.1 % of the variance student reading outcome scores. CRTSE and CRTOE scores were highly correlated, r(68) =. 562, p
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Download or read book The Influence of Perceived Collective Teacher Efficacy and Contextual Variables on Individual Teacher Efficacy of Special Education Teachers Serving Students from Culturally and Linguistically Diverse Backgrounds written by Szu-Yin Chu and published by . This book was released on 2010 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research over the last three decades has documented that teacher efficacy has an effect on student achievement (Armor et al., 1976; Bandura, 1997). The literature on culturally responsive teaching (CRT) recognizes teacher efficacy as one of the attributes of successful teachers of students from culturally and linguistically diverse (CLD) backgrounds (Gay, 2000; Ladson-Billings, 1994). Researchers (e.g., Goddard & Goddard, 2001) have also found that collective teacher efficacy (CTE) beliefs can affect teachers' goal setting, motivation, and persistence with challenging tasks or situations; specifically, the CTE construct not only explains school-level effects on achievement, but also explains effects on individual teachers' self-efficacy. When CLD students require special education services, their instruction must be equally responsive to their cultural and linguistic characteristics in addition to their educational needs based on the disability (García & Ortiz, 2004; McCray & García, 2002). Consequently, CRT practices are central to improve these students' learning outcomes (Gay, 2000). The purpose of this descriptive, correlational survey research study was to investigate (a) the relationship between special education teachers' collective teacher efficacy beliefs and CRT efficacy for teaching CLD students in special education; and (b) the influences of personal and professional background variables on participating teachers' CRT efficacy beliefs. The survey was sent to 855 special education teachers of CLD students with disabilities in three urban school districts in Texas; 344 complete responses were received, yielding a 44% response rate. The survey consisted of four sections: Background Information, Collective Teacher Efficacy (CTE), Culturally Responsive Teaching Self-Efficacy Scale (CRTSE), and Culturally Responsive Teaching Outcome-Expectancy Scale (CRTOE). Data were analyzed using descriptive statistics, factor analysis, analysis of variance, and multiple regression. The results revealed statistically significant relationships (a) between CRTSE and CRTOE beliefs, with a positive and moderate association; and (b) between CTE and CRT efficacy beliefs (CRTSE as well as CRTOE), but the associations were positive and weak. Teachers' language characteristics, instructional setting, certification in bilingual education/English as a second language, and their perceptions of the quality of their professional preparation emerged as significant influences on their CRTSE and CRTOE beliefs. Implications for teacher education and future research are presented.
Download or read book Handbook of Research on Special Education Teacher Preparation written by Paul T. Sindelar and published by Routledge. This book was released on 2014-03-05 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation.
Download or read book Teacher Efficacy Beliefs written by Margaret Harris and published by . This book was released on 2010 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the last three decades there has been a surge of interest in how teacher beliefs affect the teaching and learning process. A major focus of the research in teacher beliefs has been in understanding the nature of teacher self-efficacy beliefs and how ot affects the choices, decisions, and effectiveness of teachers. Bandura's work (1982, 1986, 1993,1996,1997), developed and defended the idea that our beliefs in our abilities affect our behavior, motivation, and ultimately our successes and failures. Bandura(1986), Dewey (1997), and Parajes (1992) suggest beliefs are the best predictors of individual behaviors and that beliefs influence teachers' perceptions, judgments, and practices. This study, a cross-sectional design experiment, examines key variables that might influence teacher expectations. To that end, this study seeks to: (a) provide a limited overview of teachers' self-reported efficacy beliefs; (b) examine the influence of these beliefs on student groups, and (c) understand which efficacy beliefs may influence teacher practice. Offered, is a discussion of understanding teacher self-efficacy beliefs and the variables - particularly locus of control - that may influence teacher expectations, thus, how teacher efficacy beliefs may contribute to the choices teachers make in their instructional practices which may subsequently affect student academic outcomes. While significant limitations restrain the strength of the findings, the study will begin to provide a basis for modifying teachers' sense of self-efficacy beliefs and to understand how stated beliefs affect practices that may subsequently affect student academic outcomes.
Download or read book The Dreamkeepers written by Gloria Ladson-Billings and published by Jossey-Bass. This book was released on 1997-01-29 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education, like electricity, needs a conduit, a teacher, through which to transmit its power-- i.e., the discovery and continuity of information, knowledge, wisdom, experience, and culture. Through the stories and experiences of eight successful teacher-transmitters, The Dreamkeepers keeps hope alive for educating young African Americans. --ReverAnd Jesse L. Jackson, president and founder, National Rainbow Coalition In this beautifully written book Ladson-Billings illustrates the inspiring influence of a select group of teachers who keep the dreams alive for African American students. ?Henry M. Levin, David Jacks professor of Higher Education, Stanford University Ladson-Billing's portraits, interwoven with personal reflections, challenge readers to envision intellectually rigorous and culturally relevant classrooms that have the power to improve the lives of not just African American students but all children.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 648 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Black Students and School Failure written by Jacqueline J. Irvine and published by Praeger. This book was released on 1990-03-26 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research findings by the National Commission on Excellence, the Children's Defense Fund, and the College Board, among others, suggest that much work remains to be done to upgrade the educational experience and performance of the fastest growing segment of the American school population, blacks and other minorities. This country's survival and strength will ultimately depend on the quality of education given to this important group that has been systematically and effectively excluded from the benefits of educational opportunity. Without these benefits, blacks and other minorities will never achieve economic independence, and the self-perpetuating cycle of poor school achievement, poverty, and teen parenthood will grind on relentlessly. This important study addresses the many facets of this complex problem by explicating its many roots, assessing strengths and weaknesses inherent in the present system, and proposing strategies for dynamic changes. Chapter 1 reviews various societal prescriptions regarding education and descriptive practices harmful to black students and uncovers a hidden curriculum. The focus of Chapter 2 is on cultural synchronization in style, language, and cognition and on how disappearing black educators increase the lack of synchronization. Chapters 3 and 4 detail the effects of teacher expectations in various contexts including grade level, subject, and time of year, and present a thorough research study of teacher-student interactions. The last two chapters outline strategies for change and implications for training and staff development exploring Afro-centric responses, parent involvement, relevant research findings, and various staff development competencies for policy development and prejudice reduction. The detailed introductory essay, the seven tables and five figures, and an appendix that provides supplemental information describing the research study methodology in Chapter 4 complete this valuable volume. Scholars and students of Afro-American and African Studies, as well as educational administrators and practitioners will find this work both timely and provocative.
Download or read book Culture Efficacy and Outcome Expectancy in Teacher Preparation written by Sashelle Thomas Alexander and published by . This book was released on 2011 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers agree that teachers' attitudes and efficacy beliefs play a significant role in student achievement (Armor et al., 1976; Hoy & Spero, 2005; Szabo & Mokhtari, 2004; Woolfolk & Hoy, 1990). Teachers with high self-efficacy: 1) believe they can positively influence students' learning and achievement despite environmental conditions (Armor et al., 1976; Ashton & Webb, 1986; Gibson & Dembo, 1984); and 2) assume accountability for student learning (Gibson & Dembo, 1984; Ross, 1998; Siwatu, 2007). On the contrary, teachers with low teacher efficacy have minimal expectations for and fewer interactions with minority students. They are also more likely to feel teacher burnout and abandon the profession (Betoret, 2006; Friedman, 2004; Guerra, Attar, & Weissberg, 1997). Various studies have confirmed that even after successfully completing multicultural courses and field experiences, interns' negative beliefs and low outcome expectancies for minority students remained (Garmon, 1996, 2004; Easter, Schultz, Neyhart & Reck, 1999). Although little is known about how teaching efficacy develops, it is possible that programs incorporating efficacy-building opportunities assist to create and maintain a pool of quality teachers in culturally diverse schools (Clark & Wegener, 2009; Garcia, 2004; Milner, 2005; Santoro & Allard, 2005; Tucker et al., 2005; Siwatu, 2007; Swearingen, 2009). The purpose of this study will be to examine patterns in culturally responsive teaching self efficacy and outcome expectancies between interns, mentor teachers, university supervisors, and teacher educators in an urban teacher education program.
Download or read book Rethinking Columbus written by Bill Bigelow and published by Rethinking Schools. This book was released on 1998 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides resources for teaching elementary and secondary school students about Christopher Columbus and the discovery of America.
Download or read book Motivational Interviewing for Effective Classroom Management written by Wendy M. Reinke and published by Guilford Press. This book was released on 2011-07-13 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Highly accessible and user-friendly, this book focuses on helping K–12 teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change. Easy-to-learn motivational interviewing techniques are embedded throughout. In a large-size format with lay-flat binding to facilitate photocopying, the book includes 20 reproducible forms, checklists, and templates. This book is in The Guilford Practical Intervention in the Schools Series.
Download or read book Educating Culturally Responsive Teachers written by Ana Maria Villegas and published by SUNY Press. This book was released on 2002-01-01 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides a coherent framework for preparing teachers to work with a diverse student population.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Years of Experience Race ethnicity and Gender as Predictors of Their Culturally Responsive Classroom Management Self efficacy Beliefs written by Faye Marshall-Sterling and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, predictive correlational study is to determine how accurately teachers' culturally responsive classroom management self-efficacy beliefs can be predicted from a linear combination of teachers’ years of experience, race/ethnicity, and gender. The problem related to the proposed quantitative study is that discipline disparities exist in the school milieu, whereby the root cause could be teacher-related variables such as years of experience, race/ethnicity, and gender. The current study used a convenience sample of 103 teachers from social media teacher groups. Critical race theory and Bandura’s (1977) self-efficacy theory provide a theoretical lens from which teachers’ efficacy in providing culturally responsive teaching practices for their students can be examined. The null hypothesis states that there will be no significant predictive relationship between the criterion variable and the linear combination of the predictor variables. The Culturally Responsive Classroom Management Self-Efficacy (CRCMSE) Scale and a demographic questionnaire were utilized for data collection. A multiple linear regression analysis revealed that the variables collectively predicted teachers’ CRCMSE, F (3, 99) = 3.235, p = .026, adj. R2 = .062. A Pearson Correlations matrix indicated that teachers’ years of experience is the best predictor variable of the criterion variable, teachers’ CRCMSE scores, r (101) = -.277, p
Download or read book Culturally Responsive Teaching Lesson Planning for Elementary and Middle Grades written by Beverly J. Armento and published by McGraw-Hill Education. This book was released on 2000-09-19 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do I plan lessons for today’s diverse classrooms? This book helps pre-service teachers answer this question and learn to create and use such lessons in their classrooms. It is the first book to provide well-developed content-specific lesson plans that reflect cultural diversity in the United States. Rather than taking the traditional foundations-oriented, culture and history approach, this text translates that cultural and historical knowledge of specific minority groups into examples for instructional use. The text features entire field-tested units for elementary and middle grades in four content areas, language arts, mathematics, science, and social studies. For example, in the language arts unit, “Stories, Stories, Stories,” students tell, write, and read stories that build on their cultural background and experiences. The math unit explores informal geometry in the patterns of Navajo rugs, African textiles, and Mexican pottery. The science unit connects weather experiences to cultural folk myths and sayings. The social studies unit examines changing requirements for voting in the USA. The text can be used as a supplement for general or elementary methods, student field experience, or multicultural education, or as a main text in practice-oriented multicultural education and multicultural curriculum courses.
Download or read book Educational Psychology Reader written by Greg S. Goodman and published by Educational Psychology. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology's research-based reflections framed in twenty-first century critical educational psychology. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe for research and course use.
Download or read book The Relationship Between Teachers Self efficacy and Their Use of Culturally Responsive Pedagogy written by Julie Ann Martinez and published by . This book was released on 2016 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally responsive pedagogy (CRP) has drawn persistent criticism due to the lack of empirical data to support its use. A recent review of the research literature found that some features of CRP positively impact the academic achievement of struggling learners. However, teachers’ practices were not well defined. This study utilized mixed methods to explore how 2nd grade teachers’ sense of self-efficacy for teaching diverse learners in dual language classrooms impacted their utilization of CRP. Teacher participants (n=4) completed the Culturally Responsive Teaching Self-Efficacy (CRTSE) survey (Siwatu, 2007) and based on their scores, were classified into one of three levels of self-efficacy: high, moderate, or low. Data from two classroom observations per teacher, and individual semi-structured interviews with each, were coded and analyzed. Two key findings were that: (a) the alignment among the CRTSE scores, observed practices and teacher reported beliefs about CRP were not consistently aligned and (b) teachers’ conceptualization of CRP primarily focused on students’ bilingual development. This study contributes to research literature on CR pedagogy by examining how bilingual education teachers’ self-efficacy influences their implementation of CR practices.
