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Author: Laura Ritchie
Publisher: Bloomsbury Publishing
ISBN: 1137463783
Category : Education
Languages : en
Pages : 176
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Book Description
This book demonstrates how teaching staff in HEIs can foster students' self-efficacy beliefs to promote excellence and enable their students to sustain effective learning. Combining theory with tangible methods for everyday use, it gives the reader the core tools and methods to use in their own practical teaching.
Author: Laura Ritchie
Publisher: Bloomsbury Publishing
ISBN: 1137463783
Category : Education
Languages : en
Pages : 176
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Book Description
This book demonstrates how teaching staff in HEIs can foster students' self-efficacy beliefs to promote excellence and enable their students to sustain effective learning. Combining theory with tangible methods for everyday use, it gives the reader the core tools and methods to use in their own practical teaching.
Author: Jennifer Fletcher
Publisher: Taylor & Francis
ISBN: 1000977463
Category : Education
Languages : en
Pages : 221
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Book Description
Co-published with and Students need more than just academic skills for success in college and career, and the lack of an explicit instructional focus on the “soft skills” critical to postsecondary success poses a challenge for many students who enter college, especially the underprepared. Based upon a multi-campus, cross-disciplinary collaboration, this book presents the resulting set of habits-of-mind-based strategies that demonstrably help not only low-income, ESL, and first-generation college students overcome obstacles on the path to degree completion; these strategies equally benefit all students. They promote life-long, integrative learning and foster intellectual qualities such as curiosity, openness, flexibility, engagement, and persistence that are the key to developing internalized and transferrable competencies that are seldom given direct attention in college classrooms. This contributed volume, written with full-time and adjunct faculty in mind, provides the rationale for this pedagogical approach and presents the sequential instructional cycle that begins by identifying students’ assets and progressively focusing on specific habits to develop their capacity to transfer their learning to new tasks and situations.Faculty from both two-year and four-year colleges provide examples of how they implement these practices in English, math, and General Education courses, and demonstrate the applicability of these practices across course types and disciplines.Chapters address key factors of college success, including:* The link between habits of mind and student retention and achievement* Using an assets-based approach to teaching and learning* Supporting and engaging students* Creating inclusive learning communities* Building confidence and self-efficacy* Promoting transfer of learning* Teacher networks and cross-disciplinary collaborationBy foregrounding habits of mind as an instructional lens, this book makes a unique contribution to teaching in developmental and general education settings.
Author:
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 239
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Book Description
Author: Renée E. Thompson
Publisher: Lexington Books
ISBN: 1498573037
Category : Education
Languages : en
Pages : 153
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Book Description
This book examines the critical role that teachers play in supporting at-risk student populations to stay in school and successfully complete their graduation requirements. Thompson addresses how high schools may support marginal students in achieving success by the implementation of teacher self-efficacy and a positive classroom environment. The study identifies ways in which administrators at all levels can support teacher’s professional development and student success through reinforced accountability and consistency. The study also addresses how to grow and strengthen students to not only to stay in the traditional school setting, but to ensure the process will prepare students to be academically, socially, and emotionally ready for college and a career. Fostering this environment requires collaboration and teamwork from teachers, administrators, and parents. Students will demonstrate academic achievement when the school environment is positive, equitable, safe and rigorous.
Author: Eréndira Rueda
Publisher: Taylor & Francis
ISBN: 1003810322
Category : Education
Languages : en
Pages : 202
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Book Description
The concept of belonging has been increasingly understood as the missing piece in diversity, equity, and inclusion efforts in higher education. This book explores the need to recognize and account for institutional-level factors that shape academic belonging, thereby improving student experience and outcomes. Though recent scholarship has identified several factors that are associated with student belonging in academics, there is little research that addresses what faculty can do in concrete terms to promote belonging, particularly in the domains where they have the most influence. The 12 chapters in this volume introduce readers to an array of collaborative, cutting-edge efforts to develop pedagogies, programs, strategies, and environments that help students develop academic belonging; that is, a sense of connection, competence, and confidence in academic domains. This book is written for higher education faculty, administrators, and researchers who wish to enhance their students’ sense of academic belonging by taking informed, practical measures to make them feel valued and supported.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 122
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Book Description
"All teachers want their students to graduate high school. All teachers want their students to be successful in the classroom. All teachers deal with students that appear to give up or simply not try at all. Students, especially as they enter high school, have built their self-efficacy throughout their educational career. Students walk into high school with a very different beliefs about how well they are going to do, especially on a particular subject. This literature review highlights how self-efficacy influences learning, goals, and overall academic success of adolescents. The review also highlights what educators and schools can do to help foster the growth of positive self-efficacy in students, with some emphasis on students in urban populations and with disabilities. It was concluded that building a community within the classroom and school, teaching with credible culturally relevant curriculum, building relationships with parents, and helping students feel success all affect the academic self-efficacy of students."--Leaf 3.
Author: Lisa Jensen
Publisher: GRIN Verlag
ISBN: 3656372381
Category : Education
Languages : en
Pages : 107
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Book Description
Master's Thesis from the year 2012 in the subject Pedagogy - Pedagogic Psychology, grade: 1,0, University of Hannover (Pädagogische Psychologie), language: English, abstract: It is commonly known that one of the major factors for successful learning is the motivation to learn. The constant issue for teachers, therefore, is how they can motivate their students to want to learn. The primary motivation for any learning is interest in the subject. Since all humans are interested in different domains, it is unrealistic to expect school students to be interested in, on average, ten different subjects which they have to study according to school curricula. Consequently, teachers try to motivate their students extrinsically and it can safely be said that success is one of the major sources of extrinsic motivation. Generally, people like to do what they are good at. The opposite is also possible – the student is interested in the subject but lacks success and therefore becomes unmotivated. So, how can students succeed in subjects they are not overly inter¬ested in or maintain their interest despite failures? Researchers in the field of educational psychology have been trying to find an answer to this question and many more questions concerning motivation theory. During the last few decades, the concept of self-efficacy has emerged and has become more important in research on learning. Simplified, self-efficacy is the confidence for being able to cope with tasks. It is said to be closely related to academic performance and to influence motivation by making the learner feel self-confident or insecure. The connection between self-efficacy and achievement has been researched in a number of studies, which will be summarized and discussed in an empirical research chapter. The influence of self-efficacy on motivation, however, has only theoretically been argued for. The research trying to show a causal relation between these two concepts is generally criticized for not measuring motivation directly but by measuring performance, goal-setting or self-regulation and equating these concepts with motivation. Despite the problems that arise when research is trying to operationalize motivation (Gardner 2007), self-efficacy is said to have an influence on it and is regarded as one of the major concepts in learning theory.
Author: Jenni Donohoo
Publisher: Corwin Press
ISBN: 1506356532
Category : Education
Languages : en
Pages : 164
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Book Description
Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols
Author: Martin L. Krovetz
Publisher: Corwin Press
ISBN: 1452294453
Category : Education
Languages : en
Pages : 241
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Book Description
"All administrators and teacher leaders need to study Krovetz′s volume on how excellent schools with caring, collaborative, and challenging cultures build self-efficacy and resilience in students with diverse abilities and social backgrounds." —James R. Bean, Professor of Leadership Studies Lock Haven University Give students the care and support they need to build a successful future! This must-have handbook for education leaders illustrates the power of resiliency in the lives of students striving to succeed in school and life. Practical and reader-friendly, the text presents four elements that characterize resilient learning communities: care for students, high expectations, substantive support, and participation. The second edition of Fostering Resiliency features an added case study, revisits schools from the first edition, and describes how some schools stayed on track, how others fell away and then recovered, and how others are struggling to come back. School leaders will also find: Sample questionnaires, strategies, and tools for self-evaluation A list of critical elements for curriculum, instruction, and assessment practices Important considerations for teacher and administrator roles This powerful book illustrates how significant student achievement is possible despite socioeconomic disadvantages and how participants at every level can cultivate transformative systemic change.
Author: Maciej Karwowski
Publisher: Academic Press
ISBN: 0128099054
Category : Psychology
Languages : en
Pages : 420
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Book Description
The Creative Self reviews and summarizes key theories, studies, and new ideas about the role and significance self-beliefs play in one’s creativity. It untangles the interrelated constructs of creative self-efficacy, creative metacognition, creative identity, and creative self-concept. It explores how and when creative self-beliefs are formed as well as how creative self-beliefs can be strengthened. Part I discusses how creativity plays a part in one’s self-identity and its relationship with free will and efficacy. Part II discusses creativity present in day-to-day life across the lifespan. Part III highlights the intersection of the creative self with other variables such as mindset, domains, the brain, and individual differences. Part IV explores methodology and culture in relation to creativity. Part V, discusses additional constructs or theories that offer promise for future research on creativity. Explores how beliefs about one’s creativity are part of one’s identity Investigates the development of self-beliefs about creativity Identifies external and personality factors influencing self-beliefs about creativity Incorporates worldwide research with cross-disciplinary contributors
