Search results for: Self efficacy
Page 13/13 127 items
In order to develop an understanding of mentoring on high risk adolescent girls, the article explores the relationship between 'Little Sisters' and 'Big Sisters'. Findings suggest that a long-term, nurturing mentoring relationship had a positive impact on the self-efficacy, aspirations, and possible selves of the at-risk adolescent girls.
Updated: Nov. 18, 2008
The Impact of a NCLB-EETT Funded Professional Development Program on Teacher Self-Efficacy and Resultant Implementation
In response to the need to train teachers to effectively integrate technology into elementary and secondary education, a teacher professional development program funded by a federal grant provided a selection of instructional technology integration courses to K-12 teachers. This study investigated the impact of these courses on the course participants' self-efficacy in learning about and implementing instructional technology. The study also explored the differential effects of these courses on participants' self-efficacy due to different demographic characteristics. The positive perceptions of the course effectiveness from the participants suggested an overall success of the program.
Updated: Nov. 17, 2008
This study examined several potential sources of teachers’ self-efficacy beliefs to see if differences could be found between novice and experienced teachers. 255 novice and experienced teachers from Ohio and Virginia participated in this study. This study has demonstrated that, compared to career teachers, novice teachers’ self-efficacy seems to be more influenced by contextual factors such as verbal persuasion and the availability of resources.
Updated: Jul. 27, 2008
This article report on the impact of pedagogical training and self-efficacy beliefs on teachers. 200 teachers were divided into groups depending on the amount pedagogical training they had. The results indicated that pedagogical training had an effect on scales measuring conceptual change/student-focused approach and self-efficacy beliefs.
Updated: Jul. 23, 2008
Two culturally responsive scales, Culturally Responsive Teaching Self-Efficacy Scale (CRTSE), and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale, written by author—were developed and administered to a sample of preservice teachers in the Midwest. Findings suggest preservice teachers are more efficacious in their ability to help students feel like important members of the classroom and develop positive, personal relationships with their students, than they are in their ability to communicate with English Language Learners. The preservice teachers were the lowest in letting their student maintain their native tongue to keep their cultural identity.
Updated: Jun. 19, 2008
A study was conducted to examine changes in personal teaching self-efficacy, outcome expectancy and science conceptual understanding and relationship of the three among preservice teachers. Seventy preservice teachers enrolled in a science teaching methods course and the study established that novice learners with minimal prior knowledge required extensive guidance. However the relationship between science learning confidence and science teaching confidence could not be established.
Updated: Feb. 26, 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