A Study of the Relationship of Teachers' Self-efficacy and the Impact of Common Core Professional Development PDF Download
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Author: Emmitt Terrell Butts
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 208
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Book Description
This dissertation was designed to provide access to current information for teachers and staff in middle and high schools. The current research on standards implementation and teacher efficacy were outdated, scarce, or inadequate. Electronic databases were available for online searching and information retrieval; however, teachers and district leaders did not know how professional development affected personal teaching efficacy. District leaders also did not know how to use professional development to enrich a teacher’s sense of efficacy in the classroom. -- The writer administered a survey and conducted interviews with current Math 1 teachers in the district as an instructional prep. The survey was administered through an established in-house survey instrument. Data collection used a multistage design. Stage one was to administer the TSES (teacher sense of efficacy) short form. The survey was voluntary and randomly distributed through the district. Stage two consisted of interviews from responding teachers on the Common Core professional development and its effect on teacher efficacy and the EOC/EVASS Math1 test of student achievement. Teacher consent was gathered by sending a formal letter stating that participation in the research was voluntary. The letter indicated that teachers could withdraw at any time and that all information would be confidential and anonymous. Participants for the research interview came from teachers who agreed with the research. Interview sessions were audio recorded and transcribed. -- An analysis of the research data revealed that teachers received varying levels of professional development and were more likely to ignore professional development if (a) such development did not contribute to student achievement and (b) the professional development received increased their anxiety levels when implementing the standards. The data revealed that teachers demonstrated the lowest efficacy when it came to instructional strategies with difficult students from difficult backgrounds. Interview data from teachers communicated that resources, consistency in expectations and assessment, and follow-up professional development are the most pressing needs to increase their sense of teacher efficacy.
Author: Emmitt Terrell Butts
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 208
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Book Description
This dissertation was designed to provide access to current information for teachers and staff in middle and high schools. The current research on standards implementation and teacher efficacy were outdated, scarce, or inadequate. Electronic databases were available for online searching and information retrieval; however, teachers and district leaders did not know how professional development affected personal teaching efficacy. District leaders also did not know how to use professional development to enrich a teacher’s sense of efficacy in the classroom. -- The writer administered a survey and conducted interviews with current Math 1 teachers in the district as an instructional prep. The survey was administered through an established in-house survey instrument. Data collection used a multistage design. Stage one was to administer the TSES (teacher sense of efficacy) short form. The survey was voluntary and randomly distributed through the district. Stage two consisted of interviews from responding teachers on the Common Core professional development and its effect on teacher efficacy and the EOC/EVASS Math1 test of student achievement. Teacher consent was gathered by sending a formal letter stating that participation in the research was voluntary. The letter indicated that teachers could withdraw at any time and that all information would be confidential and anonymous. Participants for the research interview came from teachers who agreed with the research. Interview sessions were audio recorded and transcribed. -- An analysis of the research data revealed that teachers received varying levels of professional development and were more likely to ignore professional development if (a) such development did not contribute to student achievement and (b) the professional development received increased their anxiety levels when implementing the standards. The data revealed that teachers demonstrated the lowest efficacy when it came to instructional strategies with difficult students from difficult backgrounds. Interview data from teachers communicated that resources, consistency in expectations and assessment, and follow-up professional development are the most pressing needs to increase their sense of teacher efficacy.
Author: Alissa Smith Lee
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 290
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Book Description
The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.
Author: Jon Leland Cash
Publisher:
ISBN:
Category :
Languages : en
Pages : 121
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Book Description
This embedded mixed method study addresses the problems teachers have reported in believing themselves capable to implement the Common Core State Standards with students in special education. This study examines the effect professional development on implementing the Common Core State Standards had on the participating teachers’ self-efficacy beliefs. The participants (N=21) in this study were drawn from a 20-day professional development for teachers based on implementing the Common Core State Standards. The instrument used in the study was the Teacher Efficacy Beliefs System-Self. Data were subject to both statistical and qualitative analysis. The results of this study provide insight into the self-efficacy beliefs of the participants during and shortly after professional development about implementing the Common Core State Standards with students in special education. The Wilcoxon test of signed ranks revealed a significant increase in the TEB-S subscale areas of Accommodating Individual Differences and Managing Learning Routines, but not in Positive Classroom Climate. Qualitative analysis of data found both support for the statistical findings and also contradicted the statistical findings. Further qualitative analysis showed that practices presented in the professional development such as using the arts, formative assessment, and technology were effective in maintaining their teachers’ self-efficacy beliefs after professional development. Factors unrelated to the professional development, such as support from administrators and colleagues and poorly working technology were not supportive in carrying over the increase in teachers’ self-efficacy beliefs in implementing the Common Core State Standards with students in special education. The study is framed by Social Cognitive Theory and organized into 5 parts. Chapter I provides an overview of the study. Chapter II includes a review of literature related to teachers’ self-efficacy belief’s Common Core State Standards, and professional development. Chapter III describes the methodology of the study. Chapter IV presents the results of the analysis of data. Chapter IV reports the findings of the study and presents the conclusions of the study and ideas for future research.
Author: Tina O'Neal
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 91
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Book Description
This study uses survey data to assess the influences of Common Core State Standards on teacher self-efficacy. Participants in this study included African-American teachers (who taught at least one special education student) from an online network that hosts approximately 153,000 members from across the United States. A convenience sample of 156 teachers participated in the survey, and 124 participants met criteria. The survey included the Teacher Self-Efficacy Scale Survey. The survey was comprised of three subscales, which included Efficacy in Student Engagement, Efficacy in Instructional Strategy Practices, and Efficacy in Classroom Management. Demographic information was also collected. A One-Way ANOVA Model was used to determine the effect of key variables, including years of teaching experience, grade level taught, and Common Core Professional Development, had on the primary outcome variable Teacher Self-efficacy. Classroom Management and the Common Core Professional Development subscale significantly and negatively predicted Teacher Self-Efficacy, while other variables, such as Student Engagement and Instructional Practices, did not. The findings of this study suggest that teachers may need additional professional development support in Classroom Management strategies as they are implementing Common Core.
Author: Karen L. Lewandowski
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 324
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Book Description
Author: Victoria J. Risko
Publisher: Teachers College Press
ISBN: 0807775010
Category : Education
Languages : en
Pages : 156
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Book Description
Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based decision-making. They describe and provide examples of needs assessments and progress monitoring activities that are embedded within differentiated professional learning activities, such as book clubs, lesson study, family literacy groups, and peer and literacy coaching. Actions and decisions are directed by questions generated by teachers, coaches, and administrators as they engage in collaborative and self-directed efforts to advance their knowledge and resolve dilemmas that impact instruction and students’ learning. Book Features: Provides authentic examples for implementing professional learning (PL) that addresses and resolves authentic dilemmas educators and students face.Synthesizes current research on effective professional learning with a literacy emphasis.Describes evidence-based and differentiated professional learning opportunities that engage instructional changes that are situated within meaningful and school-based applications.Advances knowledge about applications of professional learning that is collaborative, substantive, situated, dynamic, intense, and personal. Makes explicit connections to Common Core and similar State standards-based instruction.Includes reflection and self-study questions at the end of each chapter. “Professional Learning in Action will help close the ‘knowing/doing’ gap.... [The authors] have developed a systematic way to ensure that teachers are members of collaborating learning groups that harness the power of collective teacher efficacy.” —From the Foreword by Douglas Fisher, professor of educational leadership, San Diego State University “A must-read for educators involved in supporting high-quality literacy teaching. Current research about the importance of job-embedded, authentic professional learning serves as the foundation for the many practical ideas in this book.” —Rita M. Bean, professor emerita, University of Pittsburgh “This book will make a compelling contribution as a guiding resource for teachers and for those who support teachers' professional learning. It is focused on the needs of adult learners, respectful of teachers’ knowledge, and responsive to dynamic changes in educational standards.” —Maryann Mraz, University of North Carolina at Charlotte
Author: Deborah Anne Nauerth
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this mixed methods case study was to examine the impact of lesson study professional development on teacher self-efficacy and outcome expectancy using Bandura's Social Cognitive Theory as a framework (1977). The focus of this lesson study was implementing Common Core State Standards for mathematics. Thirteen K-6 teachers participated in the lesson study professional development, completed a pre/post Mathematics Teaching Efficacy and Expectancy Beliefs Inventory (MTEEBI) and completed ongoing journaling prompts while the researcher conducted observations throughout the process. Qualitative and quantitative data gathered in this research indicated the lesson study professional development had a positive impact on both self-efficacy and outcome expectancy of the teacher participants. Though the teachers possessed a satisfactory level of self-efficacy and outcome expectancy at the onset of the study, a measurable gain was evident. Comparison of the pre and post MTEEBI surveys, through statistical analysis using a Paired-Samples t-test, indicated a significant positive change in both self-efficacy and outcome expectancy scores. Though growth for both constructs was significant at the .05 level of probability, self-efficacy growth was greater than outcome expectancy. This finding is supported in historical research of the challenge of yielding outcome expectancy growth. The qualitative analysis of observations and journal prompts corroborated the MTEEBI results, indicating a majority of the teachers' self-efficacy and outcome expectancy beliefs were positively impacted by the lesson study professional development. Bandura's four sources of efficacy (mastery experiences, modeling, verbal/social persuasion, physiological responses) positively impacted personal self-efficacy, while three of the four sources (mastery experiences, modeling, physiological responses) impacted outcome expectancy. Qualitative data indicated mastery experiences were most critical for both constructs. Lesson study professional development is a natural catalyst for addressing Bandura's four sources of efficacy and thus building self-efficacy and outcome expectancy. Given the demands of rigorous educational reform, lesson study professional development is a promising approach to positively impact teacher self-efficacy and outcome expectancy, through engaging Bandura's four sources of efficacy to develop and strengthen these beliefs. Therefore lesson study ought to be a more frequent component of teacher professional development and teacher preparation.
Author: John Wilborn
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 340
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Book Description
The purpose of this case study was to understand teachers' self-efficacy in instructing 21st century learning skills in a high school core curriculum. This study examined the impact of three highly qualified teachers' attitudes toward instructing the Common Core State Standards 4C's (critical thinking, collaboration, communication, creativity) within a 21st century skills framework. Four research questions guided this study. What attitudes do teachers exhibit regarding instruction of 21st century learning skills? To what extent do teachers seek to engage students in creativity and innovation? To what degree do teachers implement neomillennial learning styles? How will the participants measure their own self-efficacy in teaching 21st century learning skills within the core curriculum? This qualitative collective, instrumental case study examined three core curricular teachers in Georgia. The social cognitive theory, the situated learning theory and constructivism provided the theoretical frameworks as well as symbolic interactionism. Data were collected through survey, four classroom observations and a stimulated recall interview. The study's findings revealed major themes regarding teachers' attitudes towards 21st century skills instruction, learning accountability, learning culture, and student learning styles. The findings revealed minor themes with reference to critical thinking, real-world learning, brain-compatible learning and deep understanding of the curriculum content.
Author: Adrienne Alton-Lee
Publisher:
ISBN: 9780478187434
Category : Educational equalization
Languages : en
Pages : 93
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Book Description
Author: Sonia Hood
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this quantitative study was to examine the impact of blended professional development on teacher efficacy. The variables hours of blended learning, subjects taught, and years of experience were investigated. Additionally, teacher efficacy was analyzed across domains of student engagement, instructional practices, and classroom management. Multiple regression analyses were conducted, and the Teachers' Sense of Efficacy Scale was administered to 112 teachers to investigate the following research questions: (a) What is the relationship between teachers' self-efficacy and blended professional learning? (b) Is teacher efficacy influenced by the amount of time spent receiving blended professional learning, by the years of teaching experience, and by the subjects taught?Through analysis of the TSES, high efficacy scores were found across subscales of student engagement, instructional practices, and classroom management. Multiple regression analysis did not reveal significant findings that resulted in statistical significance. Recommendations and implications for future research includes development of protocols and guidelines for professional learning that support collaborative, teacher-centered practices that support enhanced efficacy.
