An Examination Of Teacher Efficacy
Download An Examination Of Teacher Efficacy full books in PDF, epub, and Kindle. Read online free An Examination Of Teacher Efficacy ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Douglas Fisher |
| Publisher | : Corwin Press |
| Total Pages | : 280 |
| Release | : 2020-04-21 |
| Genre | : Education |
| ISBN | : 1071811029 |
Explore the powerful synergy between your credibility with students and your collective efficacy as a member of a team. When you increase your credibility with students, student motivation rises. And when you partner with other teachers to achieve this, students learn more. This one-stop resource illuminates the connection between teacher credibility and collective efficacy and offers specific actions educators can take to improve both. It includes: Tips for becoming more trustworthy, competent, and responsive in the eyes of students Tools for teams to use to polish their collective effectiveness through better communication and problem-solving Coaching videos that challenge teachers to improve teacher practice and grow professionally
| Author | : Patrick M. Jenlink |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 163 |
| Release | : 2020-03-30 |
| Genre | : Education |
| ISBN | : 1475854846 |
A Commitment to Teaching: Toward More Efficacious Teacher Preparation introduces the reader to a collection of thoughtful works by authors that represent current research and thinking about teacher self-efficacy and teacher preparation. It is the intent of the book to provide the reader with current and relevant knowledge concerning preparation of committed and efficacious teachers. Teacher self-efficacy, and the presence of teacher efficacy, in teacher preparation and practice, is fundamental to preparing teachers for the public school classroom. As a construct, teacher self-efficacy beliefs are an integral aspect of the teaching process. While many authors refer to teachers’ sense of self-efficacy for teaching, meaning their beliefs about their ability to perform the actions necessary to teach, many others have identified a specific form of self-efficacy pertaining to teaching. These have been called teaching or teacher efficacy. Chapter One opens the book with a focus on the teacher commitment and self-efficacy, providing the reader with an introduction. The authors of Chapters Two-Seven present field-based research that examines the complexities efficacy and commitment in the preparation of teachers. Each chapter offers the reader an examination of teacher self-efficacy and teacher preparation and based on formal research that provides the reader with insight into how the research study was conducted as well as equally important, the findings and conclusions drawn with respect teacher self-efficacy and teacher preparation. Finally, Chapter Nine presents an epilogue that focuses on the for more efficacious teacher preparation.
| Author | : Jenni Donohoo |
| Publisher | : Corwin Press |
| Total Pages | : 164 |
| Release | : 2016-10-21 |
| Genre | : Education |
| ISBN | : 1506356532 |
Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols
| Author | : John Hattie |
| Publisher | : Routledge |
| Total Pages | : 389 |
| Release | : 2008-11-19 |
| Genre | : Education |
| ISBN | : 1134024126 |
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
| Author | : Jennifer L. Berry-Rickert |
| Publisher | : |
| Total Pages | : 143 |
| Release | : 2007 |
| Genre | : Dissertation |
| ISBN | : 9781109859768 |
Despite the call for action and improvement by legislative actions in educational systems across the United States, attrition of educators continues to plague reform efforts. Unless teacher preparation, mentoring, and induction programs address teaching efficacy and provide adequate training, empowering new teachers and experienced teachers to meet the needs of their diverse students, the problem of attrition will continue to stall reformative movements. Latest efforts include No Child Left Behind, which requires states to have highly qualified teachers in every classroom by 2006, even with the high turnover rate within the teaching profession. The purpose of this study was to examine the impact of NCLB on teacher efficacy and student achievement perceptions in low performing schools. Information from this study can be used to construct professional growth plans to improve the classroom practices of teachers in low performing schools. Such growth can provide districts and schools with opportunities to develop into high performing institutions when the teachers have the necessary tools, beliefs, and actions to create a positive learning environment.
| Author | : John Hattie |
| Publisher | : Routledge |
| Total Pages | : 281 |
| Release | : 2012-03-15 |
| Genre | : Education |
| ISBN | : 1136592334 |
In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
| Author | : Gene Thompson |
| Publisher | : Multilingual Matters |
| Total Pages | : 128 |
| Release | : 2020-05-14 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1788925416 |
This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.
| Author | : Carol Geralyn Brown |
| Publisher | : |
| Total Pages | : 71 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
| Author | : Christine L. Voigtlander |
| Publisher | : |
| Total Pages | : 204 |
| Release | : 2008 |
| Genre | : Self-efficacy |
| ISBN | : |
"This study will examine the relationship between the participation in a Professional Learning Community and teachers' sense of efficacy. This research will also study the extent to which this relationship is moderated by the select teacher background variables of gender, years of teaching experience, and educational level. Finally, this study investigates reasons why participation in Professional Learning Communities fosters a teachers' sense of efficacy."--leaf 6.
| Author | : Linda Darling-Hammond |
| Publisher | : Teachers College Press |
| Total Pages | : 193 |
| Release | : 2015-04-28 |
| Genre | : Education |
| ISBN | : 080777197X |
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
