Search results for: Gimbert Belinda G.

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The Effect of E-Coaching Attendance on Alternatively Certified Teachers’ Sense of Self-Efficacy
Authors: Anthony Anika, Gimbert Belinda G., Fultz David
This article describes a study was conducted to examine the self-efficacy of first-year teachers trained in an alternative certification program. Teachers were provided access to professional development through blended learning, yet had varying levels of attendance in the online component (e-coaching). Teachers who attended six or more e-coaching sessions began the school year with lower levels of self-efficacy than those who attended five or fewer e-coaching sessions.
Published: 2013
Updated: Jun. 24, 2014
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The Impact of Teacher Preparation on Student Achievement in Algebra in a 'Hard-to-Staff' Urban PreK-12-University Partnership
Authors: Gimbert Belinda G., Cristol Dean, Sene Abdou Marty
The purpose of this study was to determine if a nontraditional teacher preparation program, the Transition To Teaching program, was a viable way to ease the teacher shortages in a high poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher training on students' academic achievement. The results of this study afford evidence that the students taught by 1st-year, alternatively prepared teachers achieved as well as or better than their peers taught by traditionally certified 1st-year teachers, according to student achievement in mathematics, specifically Algebra I.
Published: 2007
Updated: Feb. 07, 2008