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Author: Tammie Todd Patterson Publisher: ISBN: Category : Classroom management Languages : en Pages : 306
Book Description
ABSTRACT: This quantitative, quasi-experimental examined 75 pre-service teachers' perceptions of their own self-efficacy with regard to student engagement, classroom, management, and instructional strategies. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). This research attempted to examine pre-service teachers' views of themselves and their ability to be successful teachers. Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Results also confirmed significant differences in perceived self-efficacy by gender, race , and the type of content training received (i.e. subject specific training vs.general training). Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers.
Author: Tammie Todd Patterson Publisher: ISBN: Category : Classroom management Languages : en Pages : 306
Book Description
ABSTRACT: This quantitative, quasi-experimental examined 75 pre-service teachers' perceptions of their own self-efficacy with regard to student engagement, classroom, management, and instructional strategies. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). This research attempted to examine pre-service teachers' views of themselves and their ability to be successful teachers. Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Results also confirmed significant differences in perceived self-efficacy by gender, race , and the type of content training received (i.e. subject specific training vs.general training). Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers.
Author: Gail L. VanAernum Barnes Publisher: ISBN: Category : Music teachers Languages : en Pages : 262
Book Description
Marginal proportions of personal efficacy declined slightly while teaching efficacy increased slightly. The items related to persistence remained stable and high throughout the study. In addition, preservice teachers believed their teacher training program had given them the skills to be effective.
Author: Sarah K. Clark Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 194
Book Description
The focus of this study was threefold. First, the study sought to determine the validity and reliability of an instrument being used to measure teacher efficacy. After psychometric analysis, the Utah Teacher Efficacy Scale (UTES) was deemed as both a valid and reliable instrument for the purpose of measuring preservice and novice elementary school teacher efficacy. Second, this study analyzed teacher self-efficacy of preservice and novice elementary school teachers at two different points in a time - once at the end of their teacher preparation program, and again after they had taught for one academic year. The sample (N = 123) for this study was created from graduates of teacher preparation programs throughout the state of Utah. A two-factor repeated measures ANOVA design was used to measure one between-subjects factor (Factor A) and one within-subjects factor (Factor B). Factor A involved a comparison between two independent groups of prospective teachers based on the type of student teaching assignment, number of student teaching placements, and the number of literacy methods courses completed. The two levels of Factor B consisted of two different UTES measurement occasions. Results of this analysis indicated that preservice teachers in this study reported high teacher efficacy. As these individuals became teachers, their teacher efficacy fell, indicating there is room for improvement in presenting the realities of teaching. Additionally, teacher preparation program characteristics such as the type of student teaching experience (student teaching or internship), and the number of student teaching placements (one or two) do not seem to provide statistically significant advantages over time. The number of literacy methods courses, however, does seem to provide statistically significant advantages in securing and maintaining high teacher efficacy over time in the areas of global and reading teacher efficacy. Third, the study also analyzed how school context variables affect teacher efficacy. Novice teachers (N = 136) were asked to rate the usefulness of professional development and the helpfulness of the mentoring support they received. Results of this analysis showed that professional development and mentoring support, if perceived as useful and helpful, had a positive and statistically significant correlation with teacher efficacy.
Author: Susan K. Anselm Publisher: ISBN: Category : Distance education Languages : en Pages : 314
Book Description
Conflicting research results regarding outcomes for distance versus face-to-face course delivery methods, as well as a lack of that research, presents a need for further research into distance education. This mixed methods study adds to the existing literature on distance education, and will provide specific research exploring pre-service teachers' perceptions of their self efficacy in the context of teacher education. This study is descriptive in nature, and has a dual purpose: to add to the existing knowledge base regarding distance education models and traditional face-to-face delivery models in teacher education, and to inform program designers about the impact of these types of delivery models on pre-service teachers' perceptions of personal self efficacy. It is the intent of this research to give voice to teacher education students directly related to their experiences, and to contribute to the discourse on distance education, especially in the context of teacher education programs. This study addresses three research questions: what are the perceptions of pre-service teachers regarding their sense of self-efficacy in the context of field experiences?; what are the similarities and dissimilarities in pre-service teachers' perceptions of self-efficacy as a result of face-to-face delivery methods versus on-line delivery methods? ; and what are the perceptions of faculty regarding the effectiveness of on-line versus face-to-face delivery methods in developing self-efficacy in pre-service teachers?
Author: Daniel L. Stufflebeam Publisher: Guilford Publications ISBN: 1462529240 Category : Social Science Languages : en Pages : 401
Book Description
"The book's chapters provide background on how and why the CIPP (Context, Input, Process, Product) Model was developed; a detailed presentation of the model; an explanation of the key role of an evaluation-oriented leader, who can decide what and when to evaluate; detailed presentations on evaluation design, budgeting, and contracting; procedures and tools for collecting, analyzing, and reporting evaluation information; and procedures for conducting standards-based meta-evaluations (evaluations of evaluations). These topics are interspersed with illustrative evaluation cases in such areas as education, housing, and military personnel evaluation"--
Author: Keith Skamp Publisher: Cengage AU ISBN: 017037971X Category : Education Languages : en Pages : 612
Book Description
Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. This best-selling text explains the principles of constructivism and their implications for learning and teaching, and discusses core strategies for developing science understanding and science inquiry processes and skills. Chapters also provide research-based ideas for implementing a constructivist approach within a number of content strands. Throughout there are strong links to the key ideas, themes and terminology of the revised Australian Curriculum: Science. This sixth edition includes a new introductory chapter addressing readers' preconceptions and concerns about teaching primary science.
Author: Tammie Todd Patterson
Author: Tammie Todd Patterson
Author: 
Author: Gail L. VanAernum Barnes
Author: Sarah K. Clark
Author: Susan K. Anselm
Author: Daniel L. Stufflebeam
Author: 
Author: Junjun Chen
Author: 
Author: Keith Skamp