The preponderance of the evidence — quantitative, qualitative, and meta - analytic — leads to the inescapable conclusion that
teacher efficacy matters.
Not exact matches
Yarrow: Today,
teachers look at any new program, no
matter how powerful and no
matter what its
efficacy, as another thing on their plate — with some justification, I might add.
In this article we will investigate the role that conversation plays throughout instruction toward building
teacher capacity and student self -
efficacy in subject
matter knowledge.
In this article, we investigate the role that conversation plays throughout instruction toward building
teacher capacity and student self -
efficacy in subject
matter knowledge.
Enactments of this condition positively associated with principal
efficacy include districts providing support for principals «professional development; districts providing individualized support for principals, depending upon the challenges they face in their schools; districts holding principals accountable for student achievement and
teacher contributions to student achievement; districts giving principals responsibility for responding to student data; districts providing district staff to oversee subject -
matter teaching in all elementary schools; districts providing a curriculum with supporting professional development for principals and
teachers.
This suggests that purposeful collaboration in schools does
matter — and can lead to both improved
teacher efficacy and better working conditions.
John Hattie's visible learning study of more than 800 meta - analyses shows that «collective
teacher self -
efficacy»
matters to student learning and achievement.