Search results for: Teacher efficacy
Page 3/3 23 items
A change in theories regarding school achievement moved away from the traditional thought that student background variables are the strongest predictors of the students' success or failure. Citing more current research studies, it has become quite evident that teacher effectiveness has been identified as the major factor predicting student academic progress. If teacher quality makes a difference in student learning, then teacher professional development programs should be focused on effective strategies.
Updated: Feb. 17, 2008
The article discusses the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE), which were developed and administered to a sample of preservice teachers in the Midwest. Outcomes suggest greater teacher efficacy in the ability to help students feel important and develop positive, personal relationships, than in their ability to communicate with English Language Learners.
Updated: Dec. 11, 2007
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
Burnout may begin as early as the student teaching experience. The article examines data from 49 student-teachers in the Southwest United States, gathered twice during their student-teaching period. The data included teacher efficacy, burnout, learning climate and cooperating teacher support. The study indicates significant interactions in three factors of burnout by guidance group, such that student-teachers who experience high guidance demonstrate lower levels of burnout at the end of their practicum.
Updated: Dec. 10, 2007