Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references (leaves 128-137).

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

No description available.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.

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No description available.

The present study investigated teacher motivation in a high-stakes accountability context. Specifically, this study examines elementary teachers' achievement goal orientations, self-efficacy for teaching, and perceptions of help-seeking in the context of high-stakes testing and school accountability under No Child Left Behind and an Elementary and Secondary Education Act waiver. Butler's (2007) teacher achievement goal orientation framework provided the theoretical basis of the present study; high-stakes tests and school accountability status were thought to impact teachers’ achievement goal orientations. Additionally, teachers' achievement goal orientations were thought to impact teaching self-efficacy and perceptions of help-seeking. The sample included 381 elementary school teachers. Multivariate analysis of variance (MANOVA) and hierarchical multiple regression were used to examine the relationships between and among high-stakes testing and issues teachers perceive to be related to these tests, stress related to high-stakes tests, school accountability status, teachers’ achievement goal orientations, teaching self-efficacy, and perceptions of teacher help-seeking. Results suggest that, for this sample, dimensions of teachers’ achievement goal orientations differ from the dimensions characterized by Butler and colleagues (Butler, 2007; Butler & Shibaz, 2008; Nitsche et al., 2010; Cho & Shim, 2013; Shim et al., 2013). Specifically, teachers in this sample exhibited mastery and work-avoidance goals, as characterized by Butler (2007), but not performance-approach and performance-avoidance goals. Teachers here distinguished between personal performance orientation, or motivation driven by external factors (e.g., recognition from administrators) and using others as the referent to which they compared their own performance (e.g., colleagues). Additionally, class performance orientation emerged as a distinct dimension of teachers’ achievement goal orientations for this sample. Those who espoused this orientation sought for their classes to compare favorably with other classes and were motivated by external factors, such as their class scoring high on state-wide tests. Teacher achievement goal orientations were related to high-stakes testing, but school issues related to high-stakes testing and stress associated with these tests were more salient predictors of teachers’ achievement goal orientations than whether teachers taught in testing grades or not. Finally, teachers’ achievement goal orientations were significant predictors of self-efficacy for teaching and teachers’ perceptions of their own help-seeking.

The purpose of this descriptive, mixed-method study was to explore a possible relationship between teacher beliefs and their philosophy of teaching. A theoretical framework depicted connections among levels of science anxiety and science teaching self-efficacy, and their influences on elementary teacher instructional preferences for a traditional or inquiry-based model of instruction. A card-sorting methodology was adapted to create an interview protocol that examined teacher instructional practices within the framework of an inquiry continuum. Teacher groups were identified quantitatively with two existing instruments to examine science anxiety and science teaching self-efficacy. Subtests of both the Science State-Trait Anxiety Inventory (STAI) and the Science Teaching Efficacy Belief Instrument (STEBI) were administered through an online survey and completed by 86 elementary teachers of science in a large urban school district. From the survey data teachers were grouped by levels of anxiety and self-efficacy in order to further examine their beliefs. Results identified three groups of teachers meriting additional investigation - low anxiety and high self-efficacy, high anxiety and low self-efficacy, and high anxiety and high self-efficacy. From these groups, eight total participants were interviewed using a semi-structured protocol consisting of a science teaching scenario card sort and open-ended questions to classify groups of teachers as primarily learner- or teacher-centered, and preferring a traditional or inquiry-based method of instruction. Based on qualitative coding for levels of inquiry and responses to questions probing teacher beliefs and practices, all of the teachers were classified as preferring a primarily teacher-centered model of instruction, thus upholding the theoretical framework for the high anxiety groups. In contradiction to the expectations described in the theoretical framework, the low anxiety and high self-efficacy group stated one of the strongest preferences for traditional instruction. In conclusion the low anxiety group may have preferred a traditional approach in order to meet campus expectations of instructional strategies that promote passing scores on standardized tests. Implications suggest that explicit instruction is needed on the essential features of inquiry for teachers during the preservice and induction phase of their careers, and additional professional development support for practicing elementary teachers. / text

Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two studies were conducted to evaluate the effectiveness of a proactive behavioural management course taught at a Canadian teacher’s college. The first study examined a sample of 69 pre-service teachers at the start and completion of this course. Using random assignment, the second study compared 50 pre-service teachers who completed the course to 32 pre-service teachers who did not take the course. Participants completed questionnaires assessing their self-efficacy, teaching style, and teaching attitudes and partook in simulated classroom scenarios. Significant findings highlight the positive influence of this course on pre-service teachers’ self-efficacy, teaching style, emotions and reactions towards children, and their use of classroom management strategies. This research may further the development of pre-service teacher training in classroom management.