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Predicting K-12 Teacher Self-Efficacy From Neuroscience Literacy Factors, Tobey Lewis Nichols
Predicting K-12 Teacher Self-Efficacy From Neuroscience Literacy Factors, Tobey Lewis Nichols
Doctoral Dissertations and Projects
The purpose of this quantitative correlational study was to explore how K-12 teachers’ self-efficacy correlates to their neuroscience literacy factors--a combination of scientific concept of learning and memory and belief in neuromyths. What teachers know about learning, memory, and the brain influences their instructional strategies and achieving academic goals. The better understanding a teacher has of learning, memory and the brain, the higher efficacy teachers’ have to execute the necessary actions to achieve desired teaching goals. A sample of 110 K-12 certified teachers were recruited from a large school district in East Tennessee to participate in this present study. Data …
Teacher Beliefs In Title I Schools Compared To Teacher Beliefs In Nontitle I Schools, Tammy Rene Nolan
Teacher Beliefs In Title I Schools Compared To Teacher Beliefs In Nontitle I Schools, Tammy Rene Nolan
Doctoral Dissertations and Projects
The purpose of this multiple case study was to discover and compare teacher beliefs of elementary teachers in Title I schools to elementary teachers in Non-title I schools. Two theories guided this study, Kegan’s Constructive Development Theory (CDT) and Bandura’s Theory of Self-Efficacy. Together the two theories provided a framework for how adults think and form beliefs that influence their decisions and behaviors. This qualitative research sought to answer the following questions: What do elementary teachers in Title I schools believe about themselves as teachers, compared to what elementary teachers in Nontitle I schools believe about themselves as teachers? What …