Special Education Preservice Teachers' Changes in Self-efficacy to Serve Culturally and Linguistically Diverse Students While Completing Their First Field Experience PDF Download
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Author: Raymond Joseph Ostendorf
Publisher:
ISBN:
Category :
Languages : en
Pages : 580
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Book Description
In this non-experimental, mixed methods dissertation study, a cohort of special education preservice teachers (N = 24) from a university-based teacher preparation program in Central Texas completed a modified version of the Culturally Responsive Teaching Self-Efficacy scale (Siwatu, 2007) before and after they had completed their first field experiences. The researcher who conducted this dissertation sought to find whether the respondents had experienced any changes in their self-efficacy beliefs to capably meet the learning needs of their students with and without disabilities, from culturally and linguistically diverse (CLD) backgrounds. The researcher also collected qualitative data (e.g., lesson plans) and conducted individual interviews with a stratified random sample from the cohort (n = 5) to gather background information about the participants' prior engagements with members of CLD communities and to discover how they explained their changes in self-efficacy to capably serve CLD students with and without disabilities. Results indicated that the first field experience likely impacted the special education preservice teachers' self-efficacy beliefs to capably serve students with and without disabilities from CLD backgrounds. The majority of the participants (n = 13) expressed individual cumulative increases in their self-efficacy scores at the end of their first internship, and also expressed the higher levels of confidence to serve diverse students without disabilities than to serve diverse students with disabilities. Members of the stratified random sample who reported a decrease in their individual cumulative selfefficacy scores (n = 2), tended to express a more thorough understanding of the complex responsibilities, demands, and expectations that are placed on teachers.
Author: Raymond Joseph Ostendorf
Publisher:
ISBN:
Category :
Languages : en
Pages : 580
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Book Description
In this non-experimental, mixed methods dissertation study, a cohort of special education preservice teachers (N = 24) from a university-based teacher preparation program in Central Texas completed a modified version of the Culturally Responsive Teaching Self-Efficacy scale (Siwatu, 2007) before and after they had completed their first field experiences. The researcher who conducted this dissertation sought to find whether the respondents had experienced any changes in their self-efficacy beliefs to capably meet the learning needs of their students with and without disabilities, from culturally and linguistically diverse (CLD) backgrounds. The researcher also collected qualitative data (e.g., lesson plans) and conducted individual interviews with a stratified random sample from the cohort (n = 5) to gather background information about the participants' prior engagements with members of CLD communities and to discover how they explained their changes in self-efficacy to capably serve CLD students with and without disabilities. Results indicated that the first field experience likely impacted the special education preservice teachers' self-efficacy beliefs to capably serve students with and without disabilities from CLD backgrounds. The majority of the participants (n = 13) expressed individual cumulative increases in their self-efficacy scores at the end of their first internship, and also expressed the higher levels of confidence to serve diverse students without disabilities than to serve diverse students with disabilities. Members of the stratified random sample who reported a decrease in their individual cumulative selfefficacy scores (n = 2), tended to express a more thorough understanding of the complex responsibilities, demands, and expectations that are placed on teachers.
Author: Krystal Lewis-Pratl
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The racial and ethnic composition of our nation and schools are changing. Yet the demographics of teachers in the United States do not reflect the growing diversity that exists within classrooms today. There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. Disproportionality data of CLD students in special education amplify the need to train all preservice educators to be culturally responsive in their practices in an effort to reduce the number of CLD learners who may be inappropriately referred for special education. This sequential explanatory mixed methods study examined preservice special education teachers' (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate that special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed.
Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321
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Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: Ashlin Hake
Publisher:
ISBN:
Category : Kinesiology
Languages : en
Pages : 41
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Book Description
Research in physical education has studied self-efficacy and teacher socialization separately. Research has also looked at the effects of online learning or hybrid courses in pre-service teachers, but research on how pre-service teachers’ self-efficacy and socialization is affected by online learning is lacking. The purpose of this study was to find the relationship between pre-service teachers’ self-efficacy and their socialization while participating in an online early field experience course. Prior to the beginning of the study, informed consent was obtained. Participants were 14 college aged pre-service teachers (PTs) (4 women and 10 men) enrolled in an early field experience course. The course was taught partially online and included peer teaching instead of teaching school age children due to COVID-19. The PTs completed the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran and Woolfolk Hoy, 2001) three times over the course of the semester. Following data analysis four PTs were purposefully selected (one with the highest mean change in self-efficacy, one with the lowest and negative mean change in self-efficacy and two others with a positive mean change in self-efficacy) for interviews. The four PTs were asked about their acculturation, professional socialization, and their self-efficacy. A repeated measures ANOVA was performed, wherein that the largest significant differences were between time one and time two of the survey with a p
Author: Carrie Anna Courtad
Publisher:
ISBN:
Category : Self-efficacy
Languages : en
Pages : 268
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Book Description
Author: Susanne Schwab
Publisher: Waxmann Verlag
ISBN: 3830988990
Category : Education
Languages : de
Pages : 134
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Book Description
Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.
Author: Jacqueline Jordan Irvine
Publisher: Teachers College Press
ISBN: 9780807743577
Category : Education
Languages : en
Pages : 132
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Book Description
Offers advice for closing the achievement gap of low-income African American students in urban schools -- Focuses on issues of assessment for K-12 students and teachers of color -- Explores the declining number of teachers of color in the United States and its relation to school failure among African American and Latino students -- Outlines a curriculum for teacher education programs to help them produce culturally aware and effective teachers -- Examines how colleges of education can reverse the cycle of failure for students of color by producing teachers who are culturally responsive -- Concludes with a summary of the work and recommendations of such scholars as James A. Banks and Sonia Nieto.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 574
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
Author: Shané Nicole Beauford
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
This study addresses preservice teachers' self-efficacy in understanding culturally responsive pedagogy (CRP) and their readiness to teach in CLD classrooms. This study analyzed preservice teachers' beliefs in CRP and the challenges or barriers that implementation may present. Also, the research examined preservice teachers' self-efficacy about entering the teaching field. The nation's growing diversity requires that educators address their biases and have confidence in delivering instruction to meet the needs of today's culturally and linguistically diverse student population. The achievement gap between Black and Brown students of color and White students has been well documented, and it is essential to close the gap that is only growing post-pandemic. With the intense racial climate of late, the implications for addressing culturally responsive pedagogy have never been more important as its essence is being attacked and "banned" across the nation. This study looks to further the conversation on the readiness of educators to teach in our nation's and specifically the state of Florida's CLD schools with instructional equity at the core and determine what more teacher education programs may need to do to address this need.
