Author: Elizabeth Head Danley
Publisher:
ISBN:
Category : Self-efficacy
Languages : en
Pages : 356

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Book Description

Author: Wendy L. Loewenstein
Publisher:
ISBN: 9781321687521
Category : Educational technology
Languages : en
Pages : 144

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Book Description

Author: Melessa B. Widener
Publisher:
ISBN:
Category : Observation (Educational method)
Languages : en
Pages : 266

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Book Description
The purpose of this study was to determine the impact of instructional rounds professional development on teacher self-efficacy. The scope of this study was a qualitative case study including interviews with teachers who had participated in instructional rounds professional development in a rural district in the foothills of North Carolina. The methodology included interviews with two teacher leaders from all elementary schools implementing Responsiveness to Instruction (RtI) and teachers at the Early College who participated in instructional rounds professional learning through the New Schools Project. The findings include teachers' quotes from the transcriptions of the interviews as supporting the research found in the literature on high-quality professional development, teacher self-efficacy, and instructional rounds. The conclusion reached was that teacher self-efficacy was positively impacted through participation in instructional rounds professional development. Limitations of this study included the researcher acted as the interviewer; the researcher was personally involved in the professional learning, and the interview participants' inabilities to articulate component by component regarding instructional rounds as opposed to discussing the instructional rounds professional development as an entire process. This study contributes information which could be useful for district and school administrators when planning for high-quality professional learning for continuous school improvement.

Author: Doug Fisher
Publisher: ASCD
ISBN: 1416612297
Category : Education
Languages : en
Pages : 157

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Book Description
Better Learning Through Structured Teaching describes how teachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice (situations where the teacher has most of the responsibility) to collaborative learning and, finally, to independent tasks. You'll find out how to use the four components of this approach to help meet critical challenges, including differentiating instruction and making effective use of class time: 1. Focus Lessons: Establishing the lesson’s purpose and then modeling your own thinking for students.2. Guided Instruction: Working with small groups of students who have similar results on performance assessments. 3. Collaborative Learning: Enabling students to discuss and negotiate with one another to create independent work, not simply one project. 4. Independent Tasks: Requiring students to use their previous knowledge to create new and authentic products. The authors explore each component using student dialogues and examples from a variety of disciplines and grade levels. They provide tips and tools for successfully implementing this instructional approach in your own classroom, including checklists for classroom setup and routines, critical questions, real-world lesson plans, and more. No matter what grade level you teach, Better Learning Through Structured Teaching is your essential guide to helping students develop and expand their capacity for authentic and long-lasting learning.

Author: Richard P. Lipka
Publisher: SUNY Press
ISBN: 9780791440155
Category : Education
Languages : en
Pages : 252

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Book Description
Reflects some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points.

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.

Author: Christina Kay Cumbest
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 127

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Book Description
The purpose of this quantitative, quasi-experimental, static-group comparison design study was to determine the increase or decrease of self-efficacy for elementary and secondary teachers regarding instructional strategies, student engagement, and classroom management after professional development in TIPs. TIPs in the school setting provide comprehensive interventions to address childhood trauma that could promote positive academic progress. There has been little research provided on the impact of TIPs regarding instructional strategies, student engagement, and classroom management as it relates to teacher-efficacy. The results of this study found significant differences in survey responses from teachers in two school districts. The Teachers’ Sense of Efficacy Scale (TSES) was utilized to collect data on teacher’s sense of self- efficacy from 100 teachers in two urban school districts in Mississippi. According to the results of three independent t tests, there is an indication that TIPs may impact teacher self-efficacy. Teachers do not receive appropriate training at the university level to overcome the effects of trauma in the classroom setting; therefore, professional development in TIPs should be implemented at the school level. The researcher recommends further research into the role of TIPs at improving social-emotional learning of students and increasing teacher self-efficacy.

Author: William W. Burton
Publisher:
ISBN:
Category :
Languages : en
Pages : 172

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Book Description

Author: M. Kay Alderman
Publisher: Routledge
ISBN: 1136769803
Category : Education
Languages : en
Pages : 361

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Book Description
Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators —teachers, parents, coaches, and administrators—to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice. Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential. Pedagogical features aid the understanding of concepts and the application to practice: Strategy boxes present guidelines and strategies for using the various concepts. Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work. Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs. A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future. NEW IN THE THIRD EDITION Updated research and new topics are added throughout as warranted by current inquiry in the field. Chapters are reorganized to provide more coherence and to account for new findings. New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.

Author: Douglas Fisher
Publisher: ASCD
ISBN: 1416611762
Category : Education
Languages : en
Pages : 161

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Book Description
This book explains how teachers can use guided instruction-gradually transferring knowledge and the responsibility for learning to students through scaffolds for learning-to boost students to higher levels of understanding and accomplishment.