This exploratory mixed method study builds upon previous research to investigate the influence of teacher self- and collective efficacy on technology use in the classroom. This population was purposefully sampled to examine first- and second order technology barriers, instructional strategies, and human influences on technology. The quantitative finding was supported by qualitative analysis of the teacher interviews and led to the conclusion that even thought there were strong teacher tendencies towards a belief in using technology actual practice demonstrated a lack of productivity or transference of that belief into classroom practice. A high self- and collective efficacy had no effect on technology use in the classroom and a belief in technology did not lead to the use of technology. <br>The study explored three research questions: 1) what is the effect of teacher self-efficacy on technology use in the classroom, 2) what is the effect of collective efficacy on technology use in the classroom, and 3) what is the relationship among teacher self-efficacy, collective efficacy, and barriers that inhibit technology use in a K-12 classroom setting? Thirty-five teachers in a New Jersey K-8 school district volunteered to take a 36-question survey. Three teachers were interviewed to corroborate the survey data. <br> This study is unique in the combined analysis of self- and collective efficacy and technology. It raises several questions for future study. Teacher responses overwhelmingly identified first order or extrinsic barriers as impediments to technology. These included poor technical support, access, time issues, and a lack of vision and training. These barriers are decades old and have been acknowledged for as long as technology has been in the classroom. Why, despite thirty years of technology in education, do the same barriers that existed in the very beginning continue to be strong deterrents of technology use? <br>Teachers identified administrators as the least influential on teacher practices. If this is so, how can there be such a high sense of collective efficacy? How much influence does the collective agency have on classroom teacher behavior? Specifically, at what point in a teacher's decision-making does the collective agency over-ride personal beliefs and what are the characteristics that contribute to this conflict and possible submissive behavior? <br> Finally, are we seeking answers to the wrong questions? Is it possible that teachers and educational systems are not able to modify intrinsic and standard operating practices to utilize technology successfully? / School of Education / Instructional Technology (EdDIT) / EdD / Dissertation

国立情報学研究所で電子化したコンテンツを使用している。

Given the projected increase of Hispanic Spanish-speaking English language learners (ELLs), researchers have begun examining issues related to their high levels of school dropout, largely stemming from academic underachievement. The focus of this study is to examine the impact of teacher expectations, parent expectations, and academic self-efficacy on the achievement of Hispanic Spanish-speaking ELLs. Participants in this study were from a medium-size school district in southwest Texas and included 99 2nd, 5th, and 8th grade students identified as limited English proficient, their parent, and their teacher. Norm-referenced achievement measures and researcher developed measures were utilized in this study. Findings from this study indicate that teacher expectations was a significant predictor of all measures of achievement, while parent expectations was a significant predictor of English reading and students? academic self-efficacy was a significant predictor of Spanish reading. Second, this study determined the best predictor for reading and math achievement was teacher expectations in 2nd grade, but there were no significant predictors in 5th and 8th grade. Third, this study addressed the possibility of academic self-efficacy functioning as a mediator, but the analysis was not conducted because academic self-efficacy did not serve as a significant predictor of all measures of achievement. Findings from additional analyses indicate that students' English language proficiency was determined to be a significant predictor of English reading achievement and parent expectations. Furthermore, students' Spanish proficiency was positively associated with their grade levels, and Spanish proficiency was negatively related to English proficiency. Academic self-efficacy was separated by domains (i.e., math self-efficacy and reading self-efficacy). In the overall sample math self-efficacy was not a significant predictor of math achievement. Math self-efficacy served as a significant predictor for 5th and 8th grade math achievement. In the overall sample, reading self-efficacy did not significantly predict English or Spanish reading. Reading self-efficacy served as a significant predictor in 8th grade English reading. Parents' employment desires for their children demonstrated a mismatch with parents' desire for their child's highest level of education. Teachers believed that family concerns were the greatest obstacle participants faced and many did not desire to speculate about students? future employment.

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Amee Adkins (chair), Zeng Lin, Dianne Gardner, Jacklyn Ruthman. Includes bibliographical references (leaves 122-127) and abstract. Also available in print.

Thesis (Ph. D.)--University of Nevada, Reno, 2007. / "May, 2007." Includes bibliographical references (leaves 126-131). Online version available on the World Wide Web.

Dissertation (Ph. D.)--University of Akron, Dept. of Counseling Education-Counselor Education & Supervision, 2007. / "August, 2007." Title from electronic dissertation title page (viewed 04/29/2008) Advisor, Linda M. Perosa; Committee members, Sandra L. Perosa, Cynthia A. Reynolds, Fred H. Ziegler, Suzanne C. MacDonald; Department Chair, Sajit Zachariah; Interim Dean of the College, Cynthia F. Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University, 2001. / Includes bibliographical references (leaves 95-102).

Thesis (M.S.)--Ohio University, August, 2006. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on April 15, 2008). Includes bibliographical references (p. 94-111).

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 156-184) and index.