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- <p>Marshall University.</p> <p>West Virginia State University.</p> <p>English teachers – Education (Higher) – West Virginia.</p> <p>Self-efficacy – Education (Higher) – West Virginia.</p> <p>Writing – Education (Higher) – West Virginia.</p> (1)
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Articles 1 - 4 of 4
Full-Text Articles in Arts and Humanities
Cora Ann Westmoreland, Kelli Johnson
Cora Ann Westmoreland, Kelli Johnson
Oral Histories – NPS AACR Civil Rights In Appalachia Grant
Kelli Johnson conducting an oral history interview with Cora Westmoreland.
This oral history is part of the National Park Service African Americans Civil Rights History and Appalachia Grant Program.
Sandra Clements, Kelli Johnson
Sandra Clements, Kelli Johnson
Oral Histories – NPS AACR Civil Rights In Appalachia Grant
Kelli Johnson conducting an oral history interview with Sandra Clements.
This oral history is part of the National Park Service African American Civil Rights History and Appalachia Grant Program.
Anna Belle King, Kelli Johnson
Anna Belle King, Kelli Johnson
Oral Histories – NPS AACR Civil Rights In Appalachia Grant
Kelli Johnson conducting an oral history interview with Anna Belle King.
This oral history is part of the National Park Service African American Civil Rights History and Appalachia Grant Program.
A Qualitative Examination Of Pre-Service Teachers’ Perceptions Of Self-Efficacy For Teaching Writing, Abby Rose Waldorf
A Qualitative Examination Of Pre-Service Teachers’ Perceptions Of Self-Efficacy For Teaching Writing, Abby Rose Waldorf
Theses, Dissertations and Capstones
The purpose of this research was to determine self-efficacy levels of Secondary English Education pre-service teachers attending two public universities concerning writing and the teaching of writing. The study found that pre-service teachers were confident and identified as writers, but they felt uncertain as teachers of writing. Past teachers’ praise was found to positively increase writing self-efficacy. Even though pre-service teachers enjoyed and looked forward to teaching writing, they felt they needed more time in the classroom and preparation from college courses. College courses were found to be lacking in the preparation needed for teaching writing. Pre-service teachers did not …