Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
Academic Capabilities And Disadvantaged Students: The Role Of Institutions, William Elliott Iii, Margaret Sherrard Sherraden
Academic Capabilities And Disadvantaged Students: The Role Of Institutions, William Elliott Iii, Margaret Sherrard Sherraden
Center for Social Development Research
Notwithstanding the far reaching intellectual and practical contributions of Bandura’s theory of self-efficacy, researchers have suggested that it may not adequately address the role of institutions. This paper suggests that traditional measures of self-efficacy underemphasize institutional factors. This may have important implications, especially for considering the circumstances of disadvantaged groups. It may be productive to think of self-efficacy as a multidimensional construct that includes personal and institutional dimensions. Using an interdisciplinary approach, we examine how self-efficacy theory can be expanded to account for the social and economic realities of disadvantaged groups and lead to empirical work that can inform policy …
Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett
Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett
Arkansas Education Reports
In an effort to improve educational opportunities for all students, Arkansas policymakers have made education reforms in many areas since 2003, such as increasing school funding by nearly 30 percent, consolidating both districts with enrollments below 350 students and inefficient schools, and strengthening accountability measures designed to raise academic achievement. However, there is little empirical evidence about how any of these reforms have impacted districts, schools, and students across the state, so policymakers have no way of knowing whether such reforms have the potential to improve student achievement and help close the achievement gap between disadvantaged students and their more …