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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
61

The Impact of University Writing Curriculum on Preservice Teachers' Praxis I Scores

Braithwaite, Virginia Ann 01 January 2019 (has links)
Until 2014, admission requirements for the educator preparation program at a university in the north central United States included a minimum competency level on the Praxis I basic skills writing test and completion of one general education writing course. However, evidence from the university's ETS reports showed that less than 60% of students as first-time test-takers met the required score. The purpose of this study was to assess the effectiveness of the required writing course in assisting students to meet the Praxis I writing competencies. In 2014, the ETS Core Academic Skills for Educators test replaced the Praxis I. Because only 3 years of accumulated data on 88 examinees were available for the new test, the Praxis I writing test was used for this study. The learning theories of Albert Bandura, Jerome Bruner, John Dewey, and Lev Vygotsky guided the study. Utilization-focused program evaluation was used to investigate the problem. Data collected in this study were 5 faculty interviews, 2 student focus groups, and archival institutional data and national student engagement survey data. Data analysis was completed using curricular mapping and Atlas.ti 7 software. Findings indicated that the general education writing course did not provide students with the skills needed to meet minimum competency on Praxis I writing test. The study project, a curriculum plan for an education course, was developed to address test preparation and students' writing competency. The positive social change implications of this project are to increase the number of successful first-time test-takers on the writing test and to initiate collaborative discussions that would drive partnerships regarding the development of smooth transitions of writing expectations across K-16 institutions.
62

An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers

Sunger, Mustafa 01 May 2007 (has links) (PDF)
The purpose of the study was to analyze preservice science teachers at elementary science teaching and secondary science teaching with respect to their self efficacy beliefs, epistemological beliefs, and attitudes towards science teaching. Preservice elementary science teachers and preservice secondary science teachers who enrolled in Middle East Technical University in Ankara were the sample of this study. Participants of this study were third grade of preservice elementary science teachers and preservice secondary science teachers. The instruments which are, efficacy beliefs, epistemological beliefs, and attitudes towards science, were utilized this study. v The analysis indicated that moderately positive self efficacy beliefs, epistemological beliefs and attitudes towards science teaching were expressed by most of the preservice elementary and secondary science teachers regarding science teaching. Moreover, preservice elementary and secondary science teachers believe that effective teaching can influence their teaching abilities and students&#039 / learning. Furthermore, many preservice elementary and secondary science teachers express a positive attitude toward science teaching. The analysis indicated that there is a relationship between self efficacy beliefs and attitudes towards science teaching in preservice secondary science teachers, and there is another relationship between epistemological beliefs and attitudes towards science teaching in preservice elementary science teachers.
63

A Study On The Preductors Of Teachers&#039 / Sense Of Efficacy Beliefs

Gur, Gulbir 01 February 2008 (has links) (PDF)
The purpose of this study was to examine the predictors of teachers&rsquo / sense of efficacy including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, and support from administration, and teaching resources. The present study was conducted in the 2006-2007 academic year. The study included a total of 383 science, mathematics, and classroom teachers from 62 elementary schools of &Ccedil / ankaya district in Ankara. Data were collected through Teachers&rsquo / Sense of Efficacy Scale (Tschannen-Moran &amp / Woolfolk Hoy, 2001). In the present study, data were analyzed by utilizing four separate hierarchical regression analyses. Results showed that gender, teaching field, and years of teaching experience variables were not significant predictors for overall teacher efficacy, efficacy in instructional strategies, efficacy in classroom management, and efficacy in student engagement, whereas satisfaction with performance variable made significant contribution to all dependent variables. Parental support and teaching resources predicted only efficacy in student engagement.
64

高中職實習教師工作壓力與教師自我效能關係之研究

翁子雯 Unknown Date (has links)
本研究主要是以高中職實習教師為對象,探討高中職實習教師工作壓力與教師自我效能關係,並探究相關背景變項(如:性別、實習地區、實習時間、教育背景等)之差異性,藉以提出相關建議,作為師資培育機構及實習學校等相關單位之參考。 本研究提出的研究目的如下: 一、探討不同背景變項高中職實習教師工作壓力的差異情形。 二、瞭解不同背景變項高中職實習教師教師自我效能之差異情形。 三、分析高中職實習教師工作壓力與教師自我效能之間關係。 四、探討高中職實習教師工作壓力對教師自我效能的預測功能。 本研究是以問卷調查的方式,針對基隆市、台北市、台北縣及桃園縣四縣市,共610位公私立高中職實習教師進行調查,問卷調查資料以單因子變異數(one-way ANOVA)、皮爾森積差相關分析(Pearson product-moment correlation)及多元迴歸分析(stepwise multiple regression)進行統計分系,其獲得結果如下: 一、除了實習時間外,不同背景(different variables)的實習教師之工作壓力皆有顯著差異(significant correlation)。 二、不同背景高中職實習教師自我效能,在性別、實習時間、教育背景、學校性質及實習任教領域等四項,有達到顯著性差異。 三、工作壓力之「工作負擔」與教師自我效能之「一般教學效能」呈現顯著的負相關(significant negative correlation);工作壓力之「人際互動」與教師自我效能之「一般教學效能」呈現顯著的負相關;工作壓力之「教學與管教」與教師自我效能之「個人教學效能」,及「一般教學效能」,均呈現顯著的負相關。 四、工作壓力之教學與管教對教師自我效能具有預測力。 五、高中職實習教師在實習過程中,快樂感受達四成,有壓力感受近三成。 根據以上之分析,提出以下之建議: 一、教育行政機關可擬定實習學校的評鑑機制。 二、建議採取教師資格檢定「先考後實習」兩階段篩選制度。 三、師資培育機構應訂定一套完整的師資培育計畫。 四、強化女性實習教師教師自我效能。 五、實習學校應營造健全的實習輔導制度。 六、實習學校應規劃及輔導實習教師未來生涯發展。 七、私立高職應訂定相關之輔導措施。 八、實習教師應做好自我調適,以因應實習工作。 九、實習教師應做好時間管理,擬定未來生涯發展。 / The object of this study is to inter teachers in senior high school. Search and probe the relationship between job stress and teacher self-efficacy, and study relevant background variables (ex. sex, inter region, inter time period, education background), and then propose related suggestions. The purposes of this study are: 1.To explore different variable on job stress affecting inter teachers in senior high school. 2.To understand different variable on teacher self-efficacy for the inter teachers in senior high school. 3.To analysis the relationship between job stress and teacher self-efficacy for the inter teachers in senior high school. 4.To explore the predictable functions on the job stress and teacher self-efficacy for the inter teachers in senior high school. The study is conducted by the survey method. We survey 610 inter teachers in Keelung city, Taipei city, Taipei county, and Taoyuang county, we statistically analysis the questionnaires by using one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression. The major finding of this research are as follows: 1. Except inter time period, inter teacher with different variables should significant correlation on job stress. 2. Inter teacher in senior high school on self-efficacy with different background showed significant correlation on sex of person, inter time period, educational background, the nature of school, and inter teaching region. 3.“Job burden” under the category of “job stress”, and “general teaching efficacy” under the category of “teacher self-efficacy” showed significant negative correlation. “human interaction” under the category of “job stress” and “general teaching efficacy” under the category of “teacher self-efficacy” revealed significant negative correlation. “teaching and discipline” under the category of “job stress” and “personal teaching efficacy” and “general teaching efficacy” showed significant negative correlation. 4.“Teaching and discipline” under the category of “job stress” revealed predictable effect on inter teacher self-efficacy. 5. During inter time period, 40% of teachers enjoyed happiness. 30% under job stress. According to the above observation and analysis, we propose following suggestions: 1.Educational executive organization should draft or establish school evaluation institution. 2.Suggest two-steps selecting inter teaching system--“test first”, “inter latter”. 3.Teacher breeding organization should settle a complete plan on teacher breeding program. 4.Enhance the self-efficacy function of female inter teachers. 5.Inter school should build a sound “inter assist and guide system”. 6.Inter school should plan and assist inter teacher’s future career development. 7.Private vocational school should build assist-related procedures. 8.Inter teacher should prepare for self-adjustment in order to accommodate or fit into inter works. 9.Inter teacher should pay more attention on time-management plan for the future career development.
65

Examining Teacher Identity and Prospective Efficacy Beliefs Among Students Enrolled in a Precollegiate Urban Teaching Academy (UTA)

Simon, Marsha 01 January 2012 (has links)
Teacher recruitment and retention challenges facing urban school contexts provided the impetus for this study. High percentages of historically marginalized students, plagued by high poverty rates and low academic performance, as well as substandard facilities and inadequate material resources, serve as causative factors inhibiting recruitment and retention of credentialed teachers in urban schools (Education Commission of the States [ECS], 1999; Guarino et al., 2006; Horng, 2009; USDOE, 2003; 2004; Wirt et al, 2004). Schools and districts attempt to meet chronic teacher shortages in hard-to-staff urban schools by creating innovative teacher preparation schemes, such as the Urban Teaching Academy (UTA). This study focuses on teacher identity formation and prospective efficacy beliefs among a group of students enrolled in UTA. The research questions were examined using interpretive phenomenological inquiry (Smith, Flowers, & Larkin, 2009) through case study methodology (Yin, 2009). Findings show that the precollegiate student teachers in this study made meaning primarily from a student perspective, thus adhering to prototypical images of teaching characterized by identity markers. Salient components of definitions of teacher identity for precollegiate student teachers are Self and Care. Less relevant components for precollegiate student teachers were Emotion and Context. These components appear most influenced by the temporal distance between the precollegiate Urban Teaching Academy and actual teaching experiences during internship/practicum and subsequent teaching in a professional capacity, suggesting a need to determine whether it is possible for precollegiate student teachers to meet the emotional and contextual demands of teaching at such an early stage. Additionally, this study proposes to extend on the teacher efficacy construct by offering a model for prospective efficacy as it pertains to individuals in teacher preparation at the precollegiate and preservice levels. This model contends that beginning with the self as influenced by personal, social, cultural, historical and political knowledge sources, precollegiate student teachers begin to develop an epistemological stance towards teaching. Over time, precollegiate student teachers build identity capital grounded in the skills, knowledge and dispositions gained through access to varied knowledge sources, which develop as precollegiate student teachers learn theoretical principals of teaching, obtain and learn from performance information, and combine the theory and practice into an epistemological framework that provides impetus for ongoing synergy between theoretical and practical experiences. The broader the base of identity capital from which the precollegiate student teacher draws, the greater the likelihood that she will develop prospective efficacy, or the belief that she will be capable of fulfilling teaching roles and responsibilities in the future. This study informs the literature on precollegiate and preservice teacher identity and extends the literature on teacher efficacy.
66

The Impact of Professional Development Training in Autism and Experience on Teachers' Self-Efficacy

Biasotti, Nancy 01 October 2013 (has links)
Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and following teacher certification and experience had on overall teacher self-efficacy. This one-shot case study was based upon Bandura's theoretical construct of self-efficacy and secondarily on Tschannen-Moran, Woolfolk Hoy, and Hoy's theory of self-efficacy. The Teachers' Sense of Efficacy Scales (TSES) was used to collect data from regular education teachers with experience teaching students with ASD in 1st through 3rd grades in a Southern California school district. After the data were assessed for accuracy, missing data, and outliers, the analysis was conducted on 36 cases. MANOVAs were conducted to assess differences on overall self-efficacy. Separate ANOVAs were used since the overall self-efficacy and the subscores were highly correlated. Though the sample in this study was small (n = 36) for data analysis, the effect size showed that training experience and grade levels had a moderate to large effect on teacher self-efficacy (.16, .13, .13 respectively). Therefore teacher self-efficacy has a positive impact on student achievement. Implications for positive social change are self-efficacious teachers increase the academic achievement of students with ASD. In this way, such students can become self-sustaining, dynamic members of the work force and community.
67

The Role of Teacher Perceptions in Parental Involvement

Boyd, Crecenra 01 January 2015 (has links)
In the changing field of education, there is awareness of the benefits of parental involvement on student achievement and the impact teachers have on the success of parental involvement programs. However, teachers may rely significantly on their personal experiences as a source of reference for parental involvement and subsequently impact student achievement. There is a gap in the research about the lived experiences of teachers regarding their perspectives and support of parental involvement in the classroom. The purpose of this phenomenological study was to explore teachers' lived experiences and attitudes concerning parental involvement and student achievement. The conceptual framework for the study was supported by Bandura's social cognitive theory and Bandura's self-efficacy theory. A phenomenological research design and purposeful sampling was used to conduct face-to-face, semistructured interviews with 10 participants who were currently employed teachers with at least 5 years of experience and who had an awareness of parental involvement. Data collected from interviews were analyzed using the modified van Kaam method of analysis described by Moustakas. The 3 main themes that emerged from the data were a history of high parental involvement, the fostering of open and positive communication, and teacher-parent relationship building. Understanding how teachers' experiences influence parental involvement could result in a positive social change for education by creating awareness among educators and caregivers and by improving support for students.
68

The Associations Between the Perception of Helpfulness of Teacher Induction Programs, Teacher Self-Efficacy, and Anticipated First-Year Teacher Retention in Shanghai Public Primary Schools

Han, Xiaotian 01 January 2019 (has links)
The purpose of the study was to: (a) determine to what extent the formalized teacher induction programs (TIPs) in Shanghai are perceived to be helpful for first-year public primary school teachers; (b) measure teacher self-efficacy and anticipated job retention of first-year teachers in Shanghai public primary schools; and (c) examine the degree to which these perceptions of helpfulness, teacher self-efficacy, and anticipated job retention are associated. In this study, retention is defined as remaining in a public primary school in Shanghai. Shanghai TIPs are one-year long, mandatory programs for first-year teachers in Shanghai public primary schools. The conceptual framework of TIPs includes four main components (orientation, mentoring, professional development, and teacher evaluations) as found in Horn, Sterling, and Subhan’s (2002) high-quality teacher induction program component model. An on-line survey was completed by 408 participants who held a bachelor’s degree or higher along with a teaching credential and who were within their first year of teaching in a public primary school located in Shanghai. They provided their demographic information and responded to items on a perception of TIP helpfulness scale (on orientation, mentoring, professional development, and teacher evaluations), the Teacher Self-Efficacy Scale (TSES-SF; for student engagement, for instructional strategies, and for classroom management), and an anticipated first-year teacher retention scale. Results of the study include: (1) Overall, Shanghai public primary school teachers perceived the level of TIP helpfulness to be relatively high; however, the levels of helpfulness varied across the four components (orientation, mentoring, professional development, and teacher evaluation); (2) Teacher self-efficacy regarding instructional strategies was reported to be higher than efficacy regarding classroom management and student engagement; (3) The majority of first-year teachers expressed agreement with plans to stay in the same position; (4) Perceptions regarding TIP helpfulness, overall, were not found to significantly correlate with teacher self-efficacy, overall; (5) To a limited extent (r= -.142, p < .01) self-efficacy scores negatively correlate with anticipated retention such that those expressing higher levels of teacher self-efficacy are those with lower anticipated teacher retention (as a public primary school teacher in Shanghai) scores, whereas a positive association was hypothesized; (6) The perception of overall TIP helpfulness was a statistically significant predictor of anticipated teacher retention; and (7) There is insufficient evidence to suggest that teacher self-efficacy mediates the effect of Shanghai TIP helpfulness, overall, on anticipated teacher retention. Additional findings, explanations, implications, and suggestions for future research are also discussed for Shanghai public schools.
69

Compassion Fatigue: Stories/Artworks of an Art Teacher with a Trauma-Informed Pedagogy

Reeves, Audrey Michelle 25 June 2019 (has links)
No description available.
70

The Impact of the COVID-19 Emergency Transition to Online Instruction on Faculty Self-Efficacy for Online Teaching

Edgell, Lauren, 0000-0002-0306-7724 January 2022 (has links)
The purpose of this study was to examine the effect of the emergency transition to online instruction due to COVID-19 on faculty self-efficacy for online teaching. A survey was constructed by adapting items from multiple previously vetted instruments into a retrospective pre-test/post-test design. Data were collected in January 2022 from 83 faculty at a private, STEM-focused university in Pennsylvania. On average, respondents increased their online teaching load by approximately 25% as a result of the emergency transition due to COVID-19, after which they showed a statistically significant increase in online teaching self-efficacy with a very large effect size. Dispersion was lower in the post-COVID time period. Also, the more change to their typical course delivery mode a faculty experienced, the greater the increase in their online teaching self-efficacy. These findings suggest that the universal experience of the emergency transition to online instruction due to COVID-19 may have had an equalizing effect on online teaching self-efficacy. Age and scores on measures of teaching self-efficacy not specific to online instruction had statistically significant relationships with online teaching self-efficacy in separate pre- and post-COVID regression models; however, a Chow Test indicated that there was no statistically significant difference between the two equations with all parameters taken together. Administrators should consider diversifying the modalities in which faculty teach to provide ongoing exposure to online teaching, which will support faculty online teaching self-efficacy and, thus, help prepare universities for any future unexpected transition to online instruction. / Educational Leadership

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