No description available.

The racial dynamic between teachers and students in the United States is increasing. The population of racial minority students continues to grow while the teacher population stays predominantly White. Equity and inclusion, often the foreground in an educational setting, are now being undervalued when needed the most. This study examined and compared pre-service and in-service teachers' implicit attitudes toward racial minority students while also looking at their self-efficacy beliefs in teaching diverse classrooms. Participants included nine pre-service teachers from a four-year university and nine PreK-3 in-service teachers. All participants were from the Southeastern part of the United States. To test the hypothesis that pre-service teachers will have more negative implicit attitudes toward racial minority students, this study used an Implicit Association Test. Although the t-test result comparing both groups, pre-service teachers versus in-service teachers, showed insignificant differences, raw data from participants' Implicit Association Tests showed that more pre-service teachers showed a slight bias towards students from racial majority groups. Results support recommendations and implications for practitioners to better understand how biases may occur in classrooms and how pre-service teachers can be better prepared to teach in diverse classrooms. Keywords: implicit attitudes, implicit bias, racial dynamics, racial minority students, early childhood education

No description available.

Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of engagement and learning among learners, including difficult or unmotivated learners. English Second Language (ESL) reading seems to be a substantial problem in Namibia. This research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on aspects which influence teachers‘ TSE with regard to teaching reading. The researcher formed assumptions from the epistemological premises and followed an interpretive approach. A non-probability sampling method was used to select the eight teachers within the four schools of the nearby circuit. The data were collected qualitatively by means of in-depth interviews in order to gather data from teachers‘ individual experiences about intermediate learners‘ low reading skills and teaching reading. Data were analysed and interpreted using Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading. The rationale for this study was to identify gaps related to teachers‘ SEBs and to make suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school environment, as another source that influences teachers‘ SEBs regarding teaching reading. Since the school environment is an additional source of self-efficacy the researcher recommend further research that can establish evidence on how school environment influences SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of engagement and learning among learners, including difficult or unmotivated learners. English Second Language (ESL) reading seems to be a substantial problem in Namibia. This research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on aspects which influence teachers‘ TSE with regard to teaching reading. The researcher formed assumptions from the epistemological premises and followed an interpretive approach. A non-probability sampling method was used to select the eight teachers within the four schools of the nearby circuit. The data were collected qualitatively by means of in-depth interviews in order to gather data from teachers‘ individual experiences about intermediate learners‘ low reading skills and teaching reading. Data were analysed and interpreted using Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading. The rationale for this study was to identify gaps related to teachers‘ SEBs and to make suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school environment, as another source that influences teachers‘ SEBs regarding teaching reading. Since the school environment is an additional source of self-efficacy the researcher recommend further research that can establish evidence on how school environment influences SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / While there has been much quantitative research done in the area of attitudes and self-efficacy beliefs, this study sought hear the voices of the middle school child. Therefore, this qualitative study investigated the attitudes toward mathematics and mathematics self-efficacy beliefs of middle school students in one middle school in western Kansas. The conceptual framework for this study is supported by the research of Albert Bandura on Social Cognitive Theory. This study used a naturalistic inquiry approach and data were collected from multiple sources, including short-answer questionnaires, classroom observations, and one-on-one interviews. Coded data were examined for patterns, themes, and relationships. Middle school students in this study exhibited positive, negative, and variable attitudes toward mathematics, and both positive and negative mathematics self-efficacy beliefs. Students attribute their high mathematics self-efficacy beliefs to the teacher or the high grades they receive on daily assignments, as well as the scores they receive on state and local assessments. Conversely, middle school students have low mathematics self-efficacy beliefs when they feel unsuccessful or distressed, and they attribute those beliefs to the low grades they receive on daily assignments and assessments, as well as the distress of not understanding the mathematics. Middle school students told their mathematical stories of the change in attitudes toward mathematics and mathematics self-efficacy beliefs, and attributed positive changes to the mathematics teacher. Negative changes in attitudes toward mathematics and mathematics self-efficacy beliefs were attributed to the amount of homework expected at the middle school level, as well as the lack of hands-on activities. The influence of the teacher, grades, and hands-on activities impact middle school students’ attitudes toward mathematics and mathematics self-efficacy beliefs. There is a relationship between attitudes toward mathematics and mathematics self-efficacy beliefs. Low mathematics self-efficacy beliefs and poor attitudes toward mathematics are related since low mathematics self-efficacy beliefs and poor attitudes toward mathematics are highly connected. Conversely, high mathematics self-efficacy beliefs and good attitudes toward mathematics are highly related. Middle school students’ experiences impact both mathematics self-efficacy beliefs and attitudes toward mathematics. Students’ mathematics self-efficacy beliefs impact their attitudes toward mathematics.

The aim of the present research is to advance a general predictive model of the social psychological processes underlying collective action in contexts where collective action is met with significant repression by the authorities. The model integrates the recent advancements in the collective action literature and examines the unique predictive role of anger and fear (emotional pathway), political, identity consolidation and participative efficacies (instrumental pathway), politicised identification (identity pathway) as well as moral obligation, over and above past participation. Moreover, the research investigates how perceived risk, due to government sanctions, shapes these antecedents and the willingness to engage in collective action. Five survey studies (Studies 1 to 5) test this model in various repressive contexts (i.e., Egypt, Hong Kong, Russia, Ukraine, and Turkey). In addition, one experimental study (Study 6) examines the causal relation between perceived risk and (a) the antecedents of collective action and (b) the action intentions in a British sample. The results confirm the intensifying role of perceived risk, whereby it indirectly spurs further resistance through shaping the antecedents of collective action. The results also suggest that protesters are intrinsically motivated to engage in collective action when placed under risk. Specifically, although not motivated by political efficacy, protesters are strategic as they are motivated by the likelihood to consolidate the identity of their protest movement and the likelihood of their own participation to incrementally contribute to achieving the desired goals. Moreover, they are emotional, politicised and dutiful as their outrage towards how the authorities treat the protesters, their identification with their protest movement, as well as their sense of moral responsibility encourage them to take action despite the risks.

O ensino de Física Geral nas universidades brasileiras é frequentemente relacionado a dois problemas correlacionados: dificuldade de aprendizagem e desmotivação. Ambos são agravados pela adoção estrita do método de ensino tradicional, com aulas essencialmente expositivas e praticamente sem o incentivo para a interação e colaboração entre os alunos para a aprendizagem dos conteúdos. O objetivo geral desta pesquisa é investigar a melhora na aprendizagem de Física e o desenvolvimento de crenças de autoeficácia em aprender física e em trabalhar colaborativamente por meio de uma adaptação do método de ensino ativo Team-Based Learning (TBL). Essas crenças estão diretamente ligadas à motivação, pois tratam-se de julgamentos que o sujeito tem sobre as próprias capacidades de organizar e executar cursos de ações específicos, os quais afetam seu desempenho, quantidade de esforço e persistência para alcançar seus objetivos. O TBL tem como foco melhorar a aprendizagem e desenvolver habilidades de trabalho colaborativo, por meio de uma estrutura que envolve: o gerenciamento de equipes de aprendizagem, tarefas de preparação e aplicação de conceitos, feedback constante e avaliação entre os colegas. Procuramos responder às seguintes questões: (i) Em relação ao desempenho dos alunos em testes padronizados sobre conceitos básicos de eletromagnetismo, quais os principais resultados alcançados com a implementação do TBL em uma disciplina de Física Geral (Eletromagnetismo) em um curso de Física numa universidade pública brasileira (UFRGS)? (ii) Quais as atitudes dos alunos em relação à mudança de método de ensino tradicional para o TBL? (iii) Como o TBL influencia os estudantes em relação às suas crenças de autoeficácia em aprender física e em trabalhar colaborativamente? Para responder a tais questões, adotamos as orientações metodológicas para estudo de caso de Yin e, a fim de responder a terceira questão de pesquisa, utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura. Para a investigação, realizamos um estudo exploratório que teve duas unidades de análise, uma ampla (a turma, com 27 alunos concluintes) e outra específica, João, um sujeito cujo senso de autoeficácia inicial era baixo e que possuía um histórico de reprovações no curso de licenciatura em Física. Os resultados mostraram que os ganhos normalizados médios da turma nos três testes padronizados que foram aplicados foram semelhantes àqueles atingidos por outros métodos ativos de ensino e superiores a resultados obtidos nos mesmos testes em turmas com o método de ensino tradicional. João obteve resultados similares à média da turma em dois dos três testes. As atitudes dos alunos frente ao método de ensino foram positivas tendo sido destacadas principalmente, as tarefas de estudo prévio e as discussões em equipe. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização das atividades previstas. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, por meio das principais fontes destacadas por Bandura: experiências positivas e vicárias, persuasão social e redução de estresse. Concluímos que o TBL tem potencial para auxiliar na aprendizagem conceitual de Física e em desenvolver crenças de autoeficácia em aprender física e em trabalhar colaborativamente. Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente a aprendizagem, por meio de um referencial teórico específico, e relacioná-la com a mudança nas percepções de eficácia pessoal proporcionadas pelo TBL. / The introductory physics education in the Brazilian universities is frequently related to two correlated problems: students’ difficulties of learning and lack of motivation. In both cases, the strict adoption of traditional teaching method (lecturing), with a timid or non-existent incentive for interaction and collaboration among students, plays a major role. The main goal of this research is to investigate the improvement in the physics learning, the development of self-efficacy beliefs in learn physics and in work collaboratively through an adaptation of the active teaching method Team-Based Learning (TBL). These beliefs are directly linked to motivation, because they are based on judgments made by the individuals about their own capabilities to organize and execute specific courses, which affect their performance, amount of effort and persistence to achieve their goals. The TBL focuses on improving learning and develop collaborative work skills, through a structure which involves: management of learning teams, reading assignments and tests of concepts application, constant feedback and evaluation by peers. We tried to answer the following questions: (i) In relation to student performance on standardized tests about basic concepts of electromagnetism, what are the main results achieved with the implementation of the TBL in an introductory physics class (electromagnetism) in one physics course in a Brazilian public university (UFRGS)? (ii) What are the attitudes of the students regarding the change of the traditional teaching method for TBL? (iii) How TBL affects the students regarding their self-efficacy beliefs in learning physics and in work collaboratively? Therefore, to answer the questions, we have adopted the methodological guidelines for case study of Yin and in order to answer the third research question, we use the Social Cognitive Theory, in particular, the concept of self-efficacy, of Bandura. For the investigation, we conducted an exploratory study which had two units of analysis, a wide (the class, with 27 college students) and other specific, João, an individual whose sense of initial self-efficacy was short and had a history of failures in the course degree in physics. The results showed that the mean normalized gains of the three class standardized tests that were applied were similar to those achieved by other active teaching methods and superior to results obtained in the same tests in classes with the traditional teaching method. João achieved the class average in two of the three tests. The attitudes of the students about the method were positive having been highlighted mainly the reading assignments and team discussions. As negative factors were mentioned: the amount of work and not having enough time in class to carry out all the planned activities. About the self-efficacy beliefs in learn physics and in work collaboratively, we found that the beliefs of the students were positively influenced by the activities developed with the teaching method, through the main sources highlighted by Bandura: positive experiences, vicarious experiences, social persuasion and stress reduction. We conclude that TBL has the potential to assist in the conceptual learning of physics and developing self-efficacy beliefs in learn physics and in work collaboratively. Further research is necessary to continue this exploratory study, by investigating deeper into learning through a specific a theoretical reference and relate it to the change in perceptions of personal efficacy provided by the TBL.

The main purpose of the study was to investigate pre-service elementary mathematics teachers&rsquo / personal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried out during a three week period. In this study, the researcher was also the teacher of the instruction at the same time. A survey on pre-service mathematics teachers&rsquo / efficacy beliefs about using concrete models was administered to the students before and after the instruction to evaluate the contribution of the instruction on pre-service teachers&rsquo / efficacies. After the instruction, semi-structured interviews were conducted. The present study demonstrated that the instruction based on using concrete models had positive contributions on the pre-service elementary mathematics teachers&rsquo / self-efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. In addition, results revealed that pre-service elementary mathematics teachers had confidence in themselves about using concrete models both as learners and as teachers. Moreover, they believed that using concrete models in teaching mathematics would have positive consequences in teaching process and students&rsquo / learning. However, the interview data indicated that, pre-service teachers had relatively low personal efficacies and outcome expectancies about classroom management, when the concrete models were involved in the instruction.

The aim of this study was three-fold: first, to describe pre-service teachers&rsquo / (i) critical thinking levels, (ii) attitudes towards teaching for critical thinking, and (iii) self-efficacy beliefs in teaching for critical thinking in terms of performance and outcome efficacy beliefs / secondly, to investigate whether there was a correlation between these three variables / and finally, to examine the relationship between participants&rsquo / certain background variables and their critical thinking levels, attitudes and self efficacy beliefs in teaching for critical thinking. A cross-sectional survey design was employed. The participants of the study were senior pre-service teachers from fourteen state universities across the seven geographical regions in Turkey. Quantitative data were collected by means of (i) a critical thinking test, (ii) an attitude scale, (iii) a self-efficacy scale with two subscales: performance efficacy and outcome efficacy, and (iv) a participant profile form, all of which were designed by the researcher. Both descriptive and inferential statistics (MANOVA) were used. Results indicated that pre-service teachers&rsquo / critical thinking levels were &lsquo / below average&rsquo / however, they had a moderately positive attitude towards and a moderate level of self efficacy in teaching for critical thinking. The correlation analyses indicated that there was a moderate degree of positive correlation between teachers&rsquo / attitude and self efficacy beliefs towards critical thinking. Finally, the results of MANOVA analyses indicated that pre-service teachers&rsquo / gender and level of motivation towards teaching had no impact on their critical thinking levels, attitudes or self efficacy beliefs in teaching for critical thinking. On the other hand, major, academic achievement, high school background, father&rsquo / s level of education, reading behaviour, and prior training in critical thinking had impacts of varying degrees on one or more of the dependent variables.