Sentences with phrase «in teacher efficacy»

«When common assessments are developed and employed properly, as a collaborative, formative system aimed at improving learning for teachers and learners alike,» writes Erkens in the introduction, «the gains in teacher efficacy and student achievement can be staggering.»

Not exact matches

The study is the first to examine preschool teachers» «self - efficacy» — or their belief in their ability and enjoyment for an academic area — in literacy, math and science.

When Dr Gibbs analysed the results he found that the two different labels were associated with differences in the teachers» beliefs about their efficacy in helping the children.

The test scores in each school were compared with the teachers» scores on a scale developed by Goddard that measured their sense of collective efficacy.

Many teachers in top - achieving schools with high levels of collective efficacy talked about how they used social persuasion to enforce norms of high expectations for student success.

Another key point that came through in the focus groups was that the support of principals and school administrators was absolutely vital for teachers to feel this sense of collective efficacy.

Schools in which teachers showed high levels of collective efficacy had a 50 percent reduction in the academic disadvantage experienced by black students, compared to schools where teachers had average levels, the study showed.

Emerging research has shown that PB goal - setting in the education domain can help enhance student motivation, self - efficacy, persistence, classroom participation, enjoyment of school, task interest, flow, engagement, teacher relationships, and resilience (Martin, 2011).

The efficacy of running one - to - one programs in schools is that, through this approach to technology education for students, teachers and families, schools are providing a laboratory of trial and error and figuring out a way to make sense of the fast - changing world of technology.

«Teachers learn to draw connections between their instructional practice and student learning through the deliberate analysis of data,» says Richard Elmore, «and this sense of efficacy in teaching is central to internal accountability at the school level.»

Jerald (2007), for instance, found that teachers with strong perceptions of efficacy put more effort into planning lessons, are more open to new ideas and persevere in the face of new challenges.

The habits of mind are the qualities that teachers build and use in order to grow professionally: adopting a research stance toward their practice, learning together, and enacting self - efficacy.

They enact teacher evaluation and turnaround policies whose efficacy and impact rest entirely on the ability of officials to execute them competently and aggressively in the face of contracts, embedded routines, and recalcitrant cultures.

While the constituent parts have been around some time, teachers and other education professionals need to be aware of the powerful efficacy of these factors working in combination.

It promotes self - evaluation and has great value in promoting teacher self - efficacy.

The criticisms suggest that, despite the relative sophistication of the career ladder, its efficacy in rewarding high - quality teachers remains an open question.

Its efficacy depended on principals» capacity to provide targeted instructional guidance, teachers» ability to respond to the instructional feedback in a manner that generated improvements in student achievement, and the extent of district - level support and training for principals who were primarily responsible for implementing the new system.

Thirty years later, in a brightly colored library in a public elementary school in Milton, Massachusetts, Howard greets a group of fifteen teachers gathered for their third day of Efficacy training — an intensive, four - day seminar that he and his staff of twelve have spent the last two decades developing.

Because the approach requires ongoing support from administrators and continual buy - in from teachers, a turnover in leadership often topples the framework Efficacy builds.

Her professional interests lie in the areas of English language teaching & learning, teacher efficacy, professional development, teacher education and creating and sustaining culturally responsive learning communities.

In other words, teachers in this group lack self - efficacy, valuing of work, and a mastery orientatioIn other words, teachers in this group lack self - efficacy, valuing of work, and a mastery orientatioin this group lack self - efficacy, valuing of work, and a mastery orientation.

As a school leader, what support mechanisms and professional development opportunities have you put in place to help teachers build their self - efficacy?

Teachers in the first group reported very high positive motivation (self - efficacy, valuing, mastery) and below average negative motivation (anxiety, performance avoidance, uncertain control).

For example, although helping teachers to build their self - efficacy is critical, such efforts may not be effective in the long - term if teachers lack perceived control, feel anxious, or fear poor performance.

The self - efficacy was the second theme and students spoke so positively about the high value they place on prac and the capacity for them to build relationships with students and also to see a glimpse of their own future and what it's going to be like to be a drama teacher in schools, seeing the difference that their teaching had on individual students.

-LSB-...] Collective Teacher Efficacy which was demonstrated by John Hattie to be one of the most powerful influences in effect sizes related to student achievement.

His research is in the areas of teacher quality and compensation, curriculum evaluation and the efficacy of higher education institutions.

My research interests include teacher competencies for inclusive education, their self efficacy, special education in developing countries and inservice training for inclusive education.

Collective Teacher Efficacy is the collective belief of teachers in their ability to positively affect students.

Thomas Kelley - Kemple, a PIER Fellow and second year doctoral student in the education policy program at the GSE, said that he thought Loeb's lecture brought a new dimension to the discussion of teacher efficacy.

The effectiveness of the model has been studied in over 20 years of research and field - testing about: (a) the effectiveness of the model as perceived by key groups, such as principals, teachers, students, and parents; (b) research related to student creative productivity; (c) research relating to personal and social development; (d) the use of SEM with culturally diverse or special needs populations; (e) research on student self - efficacy; (f) the use of SEM as a curricular framework; (g) research relating to learning styles and curriculum compacting; and (h) longitudinal research on the SEM.

A randomized controlled trial of My Teaching Partner — Secondary — a Web - mediated approach focused on improving teacher - student interactions in the classroom — examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students.

• Efficacy issues: Counseling isn't magic even when done by the best in the field, and the counseling skill found in schools is wildly uneven; often teachers do not see changes in student behavior, and lose faith in the school's counselors.

With so little known about the efficacy of online credit - recovery courses, teachers and other onsite staff are in the best position to gauge quality and intervene when necessary.

The Framework reflection and transformation sections guide teachers in sharing their experiences with the Framework with colleagues inside and outside their schools, expanding the teachers» professional learning network and sense of efficacy.

Organizational constructs of organizational structure, organizational culture, and organizational affiliation, in turn, lead to the organizational outcomes of (a) efficacy, (b) increased trust, (c) job satisfaction, and (d) teacher intent to stay.

While the literature in the field of English education demonstrates the efficacy of computer technology in writing instruction and addresses its impact on the evolving definition of literacy in the 21st century, it does not provide measured directions for how English teachers might develop technology literacy themselves or specific plans for how they might begin to critically assess the potential that technology might hold for them in enhancing instruction.

Many of these conditions are evident in other strands of our larger study including, for example, teachers «dispositions toward collaboration, teacher efficacy, trust, academic press, and disciplinary climate.

Communicate a strong belief in the capacity of teachers and principals to improve the quality of teaching and learning, and in the district «s capacity to develop the organizational conditions needed for that to happen (high collective efficacy).

We focus on variables that may contribute to a school «s culture and climate, including (1) variables on which principals can have some direct effect, such as principal - teacher relations, trust, and shared leadership; (2) variables on which principals may have less influence, such as teacher - to - teacher relations in professional communities, and collective responsibility; and (3) variables on which the principal has indirect control, such as teachers «sense of personal efficacy, and the quality of instruction.

Teachers» and principals» sense of efficacy in elementary schools.

Given the appropriate scaffolding, teachers like Jake and Isabell may develop their self - efficacy in both their technological knowledge and pedagogical practices, resulting in more engaging learning environments for their students.

The study described in this paper attempted to utilize the current research to advance the knowledge about teacher technology self - efficacy.

In addition, it was found that after training was complete and the substitute teacher entered the classroom their self - efficacy remained higher then pre training scores.

This has everything to do with raising expectations of students, as collective teacher efficacy fosters confidence in its members that students have the capacity to perform at higher levels.

Much research has been done in the area of self efficacy and teacher efficacy.

STSES was based off the Ohio State Teacher Efficacy Scale (OSTES) later called the Teachers Sense of Efficacy Scale (TSES) which, to quote Trull summarizing Tschannen - Moran, speaking of TSES «the instrument was demonstrated to be superior to previous measures of teacher efficacy by assessing a broad range of capabilities considered important by teachers, yet not so specific to deny comparisons of teachers in context, levels, and subjects.Teacher Efficacy Scale (OSTES) later called the Teachers Sense of Efficacy Scale (TSES) which, to quote Trull summarizing Tschannen - Moran, speaking of TSES «the instrument was demonstrated to be superior to previous measures of teacher efficacy by assessing a broad range of capabilities considered important by teachers, yet not so specific to deny comparisons of teachers in context, levels, and subjectsEfficacy Scale (OSTES) later called the Teachers Sense of Efficacy Scale (TSES) which, to quote Trull summarizing Tschannen - Moran, speaking of TSES «the instrument was demonstrated to be superior to previous measures of teacher efficacy by assessing a broad range of capabilities considered important by teachers, yet not so specific to deny comparisons of teachers in context, levels, and subjectsTeachers Sense of Efficacy Scale (TSES) which, to quote Trull summarizing Tschannen - Moran, speaking of TSES «the instrument was demonstrated to be superior to previous measures of teacher efficacy by assessing a broad range of capabilities considered important by teachers, yet not so specific to deny comparisons of teachers in context, levels, and subjectsEfficacy Scale (TSES) which, to quote Trull summarizing Tschannen - Moran, speaking of TSES «the instrument was demonstrated to be superior to previous measures of teacher efficacy by assessing a broad range of capabilities considered important by teachers, yet not so specific to deny comparisons of teachers in context, levels, and subjects.teacher efficacy by assessing a broad range of capabilities considered important by teachers, yet not so specific to deny comparisons of teachers in context, levels, and subjectsefficacy by assessing a broad range of capabilities considered important by teachers, yet not so specific to deny comparisons of teachers in context, levels, and subjectsteachers, yet not so specific to deny comparisons of teachers in context, levels, and subjectsteachers in context, levels, and subjects.»

In this article we will investigate the role that conversation plays throughout instruction toward building teacher capacity and student self - efficacy in subject matter knowledgIn this article we will investigate the role that conversation plays throughout instruction toward building teacher capacity and student self - efficacy in subject matter knowledgin subject matter knowledge.

In fact, the meta - analytic research on high impact influences highlights the critical importance of creating conditions for both teachers and students to learn from and with one another, to create opportunities to build on strengths, to provide a risk - free environment that values learning above all, and to build efficacy through successful experiences in learninIn fact, the meta - analytic research on high impact influences highlights the critical importance of creating conditions for both teachers and students to learn from and with one another, to create opportunities to build on strengths, to provide a risk - free environment that values learning above all, and to build efficacy through successful experiences in learninin learning.

We accomplish this through a strong human - centered focus on organizational culture, the collective efficacy of teachers and leaders, and instructional excellence in the classroom.