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Full-Text Articles in Education
Factors Associated With Novice General Education Teachers’ Preparedness To Work With Multilingual Learners: A Multilevel Study, Qizhen Deng, Lydiah Kananu Kiramba, Kara Mitchell Viesca
Factors Associated With Novice General Education Teachers’ Preparedness To Work With Multilingual Learners: A Multilevel Study, Qizhen Deng, Lydiah Kananu Kiramba, Kara Mitchell Viesca
Literacy, Language, and Culture Faculty Publications and Presentations
This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners …
The Preservice Teacher Self-Efficacy For Writing Inventory (Ptswi): A Tool For Measuring Beliefs About Writing, Tracey S. Hodges, Katherine Landau Wright, Erin M. Mctigue
The Preservice Teacher Self-Efficacy For Writing Inventory (Ptswi): A Tool For Measuring Beliefs About Writing, Tracey S. Hodges, Katherine Landau Wright, Erin M. Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
Teachers are often underprepared to teach writing, which can negatively impact the performance and attitudes of their students. In teacher preparation programs, one goal should be to specifically develop future teachers of writing. Focusing on self-efficacy beliefs, increasing preservice teachers’ confidence and preparedness for teaching writing could yield positive impacts on classroom writing instructional practices. Currently, tools to quantitatively measure self-efficacy for writing and writing instruction in preservice teachers are sparse, thus limiting teacher educators’ ability to understand the efficacy of writing instruction. Therefore, the purpose of the present study is to gather evidence of score validity and reliability of …
Shy And Outgoing Preservice Teachers And Their Responses To Hypothetical Problem Behaviors In The Classroom, Qizhen Deng, Irina Patwardhan, Kathleen Rudasill, Guy Trainin, Stephanie Wessels, Julia Torquati, Robert J. Coplan
Shy And Outgoing Preservice Teachers And Their Responses To Hypothetical Problem Behaviors In The Classroom, Qizhen Deng, Irina Patwardhan, Kathleen Rudasill, Guy Trainin, Stephanie Wessels, Julia Torquati, Robert J. Coplan
Literacy, Language, and Culture Faculty Publications and Presentations
The present study explored the relations among preservice teacher shyness (shy, average, outgoing) and their responses towards hypothetical children displaying classroom problem behaviours (shy/quiet, exuberant/talkative) in the classroom. Participants were 335 elementary preservice teachers attending a Midwest university in the United States. Preservice teachers completed self-reports of shyness and responded to hypothetical vignettes depicting different classroom behaviours. Among the results, shy preservice teachers reported lower self-efficacy and less tendency to use warm/supportive and social-learning strategies as compared to their more outgoing counterparts. Shy preservice teachers also had lower tendency than average teachers to refer to high-powered strategies when dealing with …