There were several purposes to this case study using a convergent parallel mixed method design. The first purpose was to explore how one exemplary high school science teacher (EST) and her selected supporting administrator rated the importance of particular elements of science instruction. The second purpose was to describe how an EST explained her practices of fostering success for her students. The third purpose was to identify the administrator’s practices that supported the EST as described by both educator participants. Data for this study were collected through two researcher-developed instruments, interviews, and documents. The EST completed the Questionnaire of Exemplary Science Teachers (QEST), and the administrator completed the Questionnaire for Administrator Perception of Exemplary Science Teachers (QAPEST). The researcher also conducted an interview with each participant and analyzed documents (i.e., lesson plans, students’ course grades, and Biology Subject Area Testing Program results). The EST examined data to provide context to the case study. Results of the study revealed that both the EST and administrator understood and closely agreed on the importance of science and in the methods of planning and teachingscience. Results also indicated that students taught by the EST were successful in a science program. The EST used a combination of specifying objectives, diagnosing and evaluating student learners in science instruction, planning of science instruction, and delivering of science instruction to assist her students in becoming successful. Results also revealed that the EST and the administrator believed that building strong personal relationships with the students motivated students to want to succeed even more for the EST. Finally, results indicated that unwavering, generative administrative support was helpful in supporting the teacher’s exemplary instruction.

A large pool of reviewed literature and studies suggest that Social Emotional Learning (SEL) provides a multitude of developmental benefits to early childhood-aged children. The focus of this study was to assess whether SEL techniques were utilized within early care and education programs throughout the East Tennessee region and to investigate the relationship between SEL techniques and teacher self-efficacy. Sixteen early childhood teachers in the East Tennessee region completed a survey that gauged both their exposure and usage of SEL techniques in the classroom and their teacher self-efficacy. Findings showed that teachers primarily implemented self-studied SEL techniques in the classroom with the majority having not received any professional training. This project also found that teachers had high teacher self-efficacy, relating to their willingness and ability to efficiently implement SEL techniques. Results support the hypothesis that early childhood teachers are knowledgeable and capable of implementing SEL techniques within the classroom. However, a lack of professional training and direct SEL program implementation may affect the guarantee of efficiency and effectiveness within the implementation to students.

There is a growing body of research documenting the impact of traumatic stress on child development, which has resulted in a call to action for trauma-informed practices as a priority, yet implementation within schools and training for educators is lacking (American Academy of Physicians, https://www.aap.org/en-us/Documents/ttb_aces_consequences.pdf, 2014). Understanding teachers’ perceptions regarding current levels of knowledge, self-efficacy, and trauma-informed training can help guide future professional development experiences for both pre-service and practicing teachers. This study investigated the knowledge, self-efficacy, and training of trauma-informed practices as self-reported by primary educators, serving in grades kindergarten through third-grade, within two regions of Tennessee and Virginia. The Primary Early Childhood Educators Trauma-Informed Care Survey for Knowledge, Confidence, and Relationship Building (PECE-TICKCR) scale was adapted from the TIC-DS scale (Goodwin-Glick in Impact of trauma-informed care professional development of school personnel perceptions of knowledge, disposition, and behaviours towards traumatised students, Graduate College of Bowling Green State University, 2017), validated, and created for the purpose of this study. The sample consisted of 218 primary educators who completed an online survey regarding personal knowledge, self-efficacy, and training experiences of trauma-informed practices. Correlations revealed a statistical significance between the Knowledge of Trauma factor and the Confidence in Providing Trauma-Informed Strategies factor. There was also a statistical significance between the Knowledge of Trauma factor and the Confidence in Creating Supportive relationships factor and between the Confidence in Providing Trauma-Informed Strategies factor and the Confidence in Creating Supportive Relationships factor. The findings indicated that teachers need more knowledge regarding community resources for families and students but feel confident in providing supportive relationships. Teachers also are interested in more training events related to strategies to use when working with students exposed to trauma. Implications for teacher preparation programs and professional development training for practicing teachers is discussed.

No description available.

Die Bedeutsamkeit von Lehrer-Selbstwirksamkeitserwartungen für den Lehrerberuf ist vielfach empirisch untermauert (Tschannen-Moran & Woolfolk Hoy 2001), jedoch existiert in Deutschland bisher nur ein eindimensionales Instrument zur Messung von Lehrer-Selbstwirksamkeitserwartungen (Schmitz & Schwarzer, 2000). Um der Kontextspezifität von Selbstwirksamkeitserwartungen (Bandura, 1997) gerecht zu werden, wurde für die vorliegende Studie ein multidimensionales Instrument der Messung von Lehrer-Selbstwirksamkeitserwartungen entwickelt (MSLS) und in drei empirischen Studien eingesetzt. Das Instrument bildet die Bereiche Unterrichten, Leistungsbeurteilung, Diagnose von Lernvoraussetzungen, Kommunikation und Konfliktlösung sowie Coping ab.In der ersten empirischen Studie wurde analysiert, ob die multidimensionale Erfassung von Lehrer-Selbstwirksamkeitserwartungen gegenüber einer eindimensionalen Erfassung Vorteile aufzeigt, sowie wie sich multidimensional erfasste Lehrer-Selbstwirksamkeitserwartungen in der Lehrerbildung entwickeln. Außerdem wurde ein Instrument zur Messung Pädagogischen Professionswissens entwickelt und überprüft. In einer Querschnittsstudie (173 Studienanfänger, 27 fortgeschrittene Studierende, 38 Examenskandidaten, 19 Referendare) resultierten in der eindimensional erfassten Lehrer-Selbstwirksamkeit keine Gruppenunterschiede. Diese zeigten sich jedoch bei der MSLS: in den Bereichen Unterrichten und Leistungsbeurteilung weisen die Studienanfänger die niedrigsten Erwartungen auf. Im Bereich Diagnose von Lernvoraussetzungen zeigen sich während des Studiums keine Unterschiede, diese Erwartung verringert sich jedoch bei den Referendaren. In den Bereichen Kommunikation und Konfliktlösung sowie Coping zeigen sich keine Unterscheide zwischen den befragten Gruppen. Das Pädagogische Professionswissen steigt über das Studium hin zum Referendariat an.Im Rahmen der zweiten Studie wurden die Veränderung und das Niveau von Selbstwirksamkeitserwartungen während der ersten praktischen Erfahrungen von Lehramtsstudierenden untersucht. Außerdem wurde der Zusammenhang von Selbstwirksamkeitserwartungen und der Persönlichkeit in diesem Kontext analysiert. An der Studie nahmen 91 Lehramtsstudierende teil. Die Selbstwirksamkeitserwartungen stiegen auf fast allen Subskalen über das Praktikum an. Extraversion, Verträglichkeit und Gewissenhaftigkeit sowie Neurotizismus zeigten Zusammenhänge zu Selbstwirk-samkeitserwartungen, jedoch waren diese Zusammenhänge nicht über die Subskalen konsistent. Außerdem zeigten Studierende, die mehr Unterstützung durch ihren Mentor erfuhren, höhere Selbstwirksamkeitserwartungen.In der dritten empirischen Studie wurde die multidimensionale Skala der Lehrer-Selbstwirksamkeitserwartung an einer Stichprobe von Lehrkräften überprüft. In einer konfirmatorischen Faktorenanalyse mit 2 Gruppen (N = 348; Studierende und Lehrkräfte) und sechs Faktoren zeigten sich akzeptable Gütekriterien für die leicht überar-beitete Version. Die resultierenden sechs Subskalen bilden die Bereiche Coping, Kom-munikation und Konfliktlösung, Diagnose von Lernstörungen, Diagnose von Hochbe-gabung, Leistungsbeurteilung und Unterrichten ab. Eine hohe konvergente Validität des Instruments konnte für fünf der sechs Bereiche (eine Ausnahme bildet die Subskala Coping) nachgewiesen werden. Die vorliegende Arbeit macht deutlich, dass Lehrer-Selbstwirksamkeitserwartungen immer multidimensional erfasst werden sollten. Limitationen und Implikationen der empirischen Studien werden diskutiert.

The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google Forms which combined questions from published surveys found to be valid and reliable in measuring teacher expectations, self-efficacy, and collective efficacy. Quantitative data were analyzed with a series of one-way analysis of variance tests, and Pearson correlation coefficients. The mean score for the LIFT network was significantly higher in teacher expectations, self-efficacy, and collective efficacy than RTBR or TELN. Strong positive correlations were found between self-efficacy and collective efficacy for each of the three networks, moderate correlations between teacher expectations and collective efficacy were found in LIFT and TELN, and a moderate correlation was found between teacher expectations and self-efficacy in LIFT.

Teacher self-efficacy for teaching in diverse classrooms is an important factor in the successful implementation of inclusion. Quantitative examinations of teacher self-efficacy have found the construct to be correlated with both contextual and teacher-related factors. In-depth qualitative exploration into type, quality, and nature of experiences that shape teachers’ self-efficacy beliefs is scarce. This research aimed to qualitatively examine potential sources of teacher self-efficacy and generate an explanation for the complex growth pattern it follows during the early years of practice. Seventy-eight beginning teachers across Canada (i.e., graduating teacher candidates and new teachers who are in the first three years of their practice) participated in 139 semi-structured interviews conducted over four years to address questions regarding the factors and experiences that influence their self-efficacy or confidence to teach in diverse classrooms. Ten factors which either had a positive or negative connotation emerged from a qualitative content analysis of their interviews. The Positive-Negative Experiences Balance (PNEB) model was conceptualized to understand and represent how these ten factors interactively, simultaneously, and collectively influence the development of beginning teachers’ self-efficacy for inclusive practice in the initial years of their careers. Through a comparison of frequency counts of codes, it was noted that beginning teachers differentially relied on experiential factors to enhance their self-efficacy when they were graduating, or were in the first three years of their teaching. The results are discussed in light of the relevant extant research. Implications of these results for teacher education programs and school leadership are also shared. / Graduate

Within Swedish Secondary Schools, truancy has been an increasing concern over the last eleven years. A specific form of truancy is so called in-school truancy where the student is basically within the school corridors but to a lesser degree attends the lessons. Despite the well documented risks concerning for example employment, income and health and the vast literature demonstrating the importance of teacher experience to promote successful student outcomes, little attention has been given to both teacher experience of truancy and in-school truants in a Swedish context. This master thesis explores Swedish secondary teachers’ experience of working with in-school truants. Four secondary teachers working on an Introduction Program in Sweden were interviewed. The interviews were analyzed using Interpretative Phenomenological Analysis (IPA). Through this analysis six comprehensive themes were constructed: Multifaceted Role- and Responsibility Description, Structure for Security and Consensus, Hope and Credence Embodied, Relationship building Obstacles and Value, Meaningful, Manageable and Rewarding Work and Solidarity as the Solution and Shield. Understanding of the results was deepened through theoretical connections to results that were particularly distinctive. Some of the issues discussed were theories related to work culture, collegial support, self-efficacy, roles, responsibility, relationship building and teacher-student relationships. The results show that the teachers who participated experience their work with this group of students as one with extra demands. Despite extra demands, neither an excess of demands nor unmanageability were experienced. Rather a conviction was evident regarding the possibility to influence these students despite their form of truancy as well as a feeling of purposeful work. This was something which partly distinguished the findings from previous literature found on the subject. The teachers' experiences further suggest that colleagues and work culture constitute important aspects of the work experience. It is also evident that the teachers involved in this study work within a dynamic field where the teacher needs to balance and continuously reflect upon their way of working. Finally, from the teachers’ perspective, in-school truancy was not considered the most problematic or relevant to distinguish from other sorts of truancy. / Inom svenska gymnasieskolor har ogiltig frånvaro blivit ett allt större bekymmer under de senaste elva åren. En specifik form av frånvaro är så kallad in-school truancy (på svenska korridorselever) där eleven i stor utsträckning befinner sig i skolans område men i låg utsträckning går på undervisningen. Trots väl dokumenterade risker avseende bland annat anställning, inkomst och hälsa och den utbredda litteraturen som finns på betydelsen av lärares upplevelse för gynnsamma elev utfall har både lärares upplevelser av frånvaro samt korridorselever fått sparsamt med uppmärksamhet i en svensk kontext. I föreliggande studie undersöktes gymnasielärares upplevelser av att arbeta med korridorselever. Fyra gymnasielärare på ett Introduktionsprogram i Sverige intervjuades. Intervjuerna analyserades med hjälp av Interpretative Phenomenological Analysis (IPA). Av resultatet konstruerades sex övergripande teman: Mångfacetterad roll- och ansvarsbeskrivning, Struktur för trygghet och samsyn, Hopp och tilltro förkroppsligat, Relationsbyggandets hinder och värde, Det meningsfulla, hanterbara och givande arbetet och Gemenskapen som lösning och sköld. Förståelsen av resultatet fördjupades genom att diskuteras i förhållande till studier, däribland har teorier kopplade till arbetskultur, kollegial stöttning, self-efficacy, roller, ansvar, relationsskapande och lärar-elevrelationer lyfts. Resultatet visar att de lärare som deltagit upplever sitt arbete med elevgruppen som ett arbete med extra krav. Trots ökade krav finns inte upplevelsen av överkrav eller ohanterbarhet. Snarare fanns en övertygelse om möjligheten att påverka dessa elever oavsett frånvaro samt känslan av att ha ett meningsfullt arbete. Detta var något som till viss del skiljer resultatet från tidigare litteratur på ämnet. Lärarnas upplevelser antyder vidare att kollegor och arbetskulturen utgör viktiga aspekter av arbetsupplevelsen. Det framkommer även att lärarna i studien arbetar i ett spänningsladdat fält där läraren behöver balansera och kontinuerligt reflektera kring sitt eget arbetssätt. Slutligen, enligt de intervjuade lärarnas upplevelser, framkommer korridorseleverna inte som mer problematiskt eller meningsfullt att skilja på från andra typer av frånvaro.

Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills necessary to distinguishing language difference from disability and provide appropriate services to these students. However, little research exists examining the role of evaluator's cultural competence in evaluating ELLs for special education; furthermore, what does exist shows that many evaluators report low levels of self-efficacy as it relates to assessing ELLs. The first chapter of the dissertation reports on a review of 21 articles conducted to address best practices for evaluating culturally and linguistically diverse (CLD) learners, evaluator self-efficacy, and recommendations for conducting culturally competent assessments and evaluations. The majority of the articles identified in this review focused on recommendations for best practices for conducting evaluations rather than reporting empirical findings related to the topic. Only one study was identified that focused on appropriate training needed by evaluation staff to effectively discriminate between language difference and a disability. Based on the findings of this review, additional research, using a rigorous methodology is needed. Addressing that need, the second chapter reports the results of a study conducted to examine the effectiveness of Project PEAC3E (Preparing Evaluators to Accurately Conduct Culturally Competent Evaluations), a reform-oriented professional development model, using case-based activities designed to increase evaluators' sense of self-efficacy, cultural competence, and the accuracy of evaluator eligibility decisions for English language learners (ELLs). The study found that Project PEAC3E was effective in increasing evaluator self-efficacy.

Historically, being self-reflective has not been evidenced as critical to the career advancement of teachers aspiring to leadership roles. Five teacher leaders in a southwestern school district participated in a district Teacher Leadership Certificate Program (TLCP), which included self-reflective practices to broaden their understanding of the tools necessary to be an effective leader in 21st century schools. Theories of change suggest that teachers must acquire new knowledge and apply this new knowledge in practice. The theoretical framework for this project study was Mezirow's transformative learning theory. A narrative design was employed to identify the change process experienced by the 5 teacher leaders using elements of transformational theory. A questionnaire, observation protocol, and multiple interview instruments were used to examine 1 elementary and 4 secondary school teacher leaders, concluding with an essay. Interviews focused on the perceptions of the participants through inquiry that described their transformation to leaders as agents of change. Emergent themes were identified from the data through open coding and thematic analysis. Themes included teachers using self-reflection to enhance leadership goals and career development. The subsequent project was a 3 day professional development for all teachers at the study site on developing teacher leadership. The implications for promoting positive social change include providing research results to the local site on the use of self-reflection practices of teacher leaders and supporting professional development to improve teacher leadership educational practices.