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Full-Text Articles in Education
Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas
Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas
Journal of Educational Research and Practice
This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants …
The Impact Of Online Instruction On Fourth Grade Students’ Reading Self-Efficacy And Achievement, Chad E. Wickard
The Impact Of Online Instruction On Fourth Grade Students’ Reading Self-Efficacy And Achievement, Chad E. Wickard
Ed.D. Dissertations
This quantitative, quasi-experimental study examined the relationships between self-efficacy and reading achievement as mediated by an online instructional delivery system called MobyMax® over a period of time between a pretest and a posttest. The sources of self-efficacy were also investigated for the individual contribution of each of the four sources; process accomplishments or mastery experiences, vicarious experience, verbal persuasion, and physiological states. Finally, the current study explored the relationships across gender and ethnicity (White, Black, Hispanic, and other). Statistical Package for the Social Sciences (SPSS) was used to organize the data using a mixed factorial ANOVA to analyze the interventions’ …
Fostering The Concept Of Autonomy In School-Aged Children, Michelle Newcombe
Fostering The Concept Of Autonomy In School-Aged Children, Michelle Newcombe
Capstone Projects and Master's Theses
Studies show that autonomy in school-age children helps students in terms of academics and in becoming well-rounded members of the society (Bandura, 1993). This senior capstone explores how autonomy is taught successfully in Japanese schools, explains its structure, and how it can be facilitated. Through the use of literature review as well as surveys conducted with 12 Japanese exchange students and 15 Liberal Studies students, results were inconclusive and are premature to determine how the concept of autonomy is fostered in U.S school-aged children. However, the literature review found that in Japanese elementary schools, educators use the Self-Determination theory and …
The Impact Of Online Instruction On Fourth Grade Students’ Reading Self-Efficacy And Achievement, Chad Wickard
The Impact Of Online Instruction On Fourth Grade Students’ Reading Self-Efficacy And Achievement, Chad Wickard
Scholar Week 2016 - present
This quantitative, quasi-experimental study examined the relationships between self-efficacy and reading achievement as mediated by an online instructional delivery system called MobyMax® over a period of time between a pretest and a posttest. The sources of self-efficacy were also investigated for the individual contribution of each of the four sources; process accomplishments or mastery experiences, vicarious experience, verbal persuasion, and physiological states. Finally, the current study explored the relationships across gender and ethnicity (White, Black, Hispanic, and other). Statistical Package for the Social Sciences (SPSS) was used to organize the data using a mixed factorial ANOVA to analyze the interventions’ …
Preservice Teachers’ Self-Efficacy To Teach Primary Science Based On ‘Science Learner’ Typology, Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis
Preservice Teachers’ Self-Efficacy To Teach Primary Science Based On ‘Science Learner’ Typology, Christina M. Norris, Julia E. Morris, Geoffrey W. Lummis
Research outputs 2014 to 2021
According to international benchmarks [Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Retrieved from Camberwell, Victoria: www.acer.edu.au/timss], Australia’s science education is still in decline and so the need for further investigation into preservice teachers is warranted. Utilising data from a broader mixed methods doctoral study [Norris, C. M. (2017). Exploring the impact of postgraduate preservice primary science education on students’ self-efficacy. Retrieved from http://ro.ecu.edu.au/theses/2040], this paper investigates the type of science learner entering into postgraduate preservice primary teacher education and how different learner types influence teacher self-efficacy and their effectiveness to teach science …