Education Commons^™

Examining The Writing Motivation And Achievement Of At-Risk Elementary-Aged Students, Melissa Sue Martin

Doctoral Dissertations

Writing achievement of students in the United States is weak. Approximately 75% of 12th graders are not proficient writers (National Center for Educational Statistics, 2012) and performance of students in poverty lags behind that of more affluent peers. Because writing is complex (Torrance & Galbraith, 2006) and often viewed as aversive to students (Boscolo & Gelati, 2013), motivation is an important consideration for teachers. However, little research exists examining writing motivation.

A correlational research design was employed to examine writing achievement and motivation (i.e., self-efficacy and attributions) of at-risk elementary-aged students (N = 61). Participants, who attended Title 1 …

The Effect Of Standardized Patient Encounters On Undergraduate Nursing Student Empathy And Self-Efficacy In Therapeutic Communication, Alana M. Urness

Evidence-Based Practice Project Reports

Therapeutic communication between the nurse and patient is an essential component of optimal nursing care. Current evidence supports the use of standardized patient (SP) encounters to assist students in learning therapeutic communication skills. In addition to offering students an opportunity to practice in an environment free of clinical consequence, SP encounters have been shown to increase clinical knowledge and skill, improve diagnostic reasoning, and improve communication skills and interviewing skills. The purpose of this evidence-based practice project was to assess the effect of SP encounters on undergraduate nursing student empathy and self-efficacy related to therapeutic communication. Secondary outcomes included participant …

Instructor's Employment-Level, Instructor-Efficacy, And Knowledge Of Effective Classroom Strategies For Emotional Disorders, Andrea Karen Haglin

Walden Dissertations and Doctoral Studies

Community college instructors are responsible for creating learning opportunities for all students, including adult students affected by emotional disorders (ED). Concerns in the literature have grown over how invested part-time instructors are in their teaching; however, limited data were available regarding instructor knowledge of ED, instructor-efficacy, and the impact of employment status. The purpose of this study was to address the gap in the literature and analyze relationships between instructor knowledge of ED strategies (as assessed by Teaching Students with Emotional Behavior Disorders scale) and instructors' efficacy beliefs (as assessed by the Ohio State Teaching Self-Efficacy Scale). It also evaluated …

Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock

Walden Dissertations and Doctoral Studies

Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state was used to understand the perceptions of general and special educators regarding their work in …

Teacher Perception Of Principal Leadership Practices: Impacting Teachers' Sense Of Self-Efficacy In Rural Appalachia Kentucky, Brandon Lee Hibbard

Online Theses and Dissertations

The purpose of this study was to determine if a significant relationship existed between principal leadership practices, as perceived by teachers, and teacher’s sense of self-efficacy. The target population was rural Appalachian teachers that worked for a principal that had been in administration for at least three consecutive years. This study utilized teacher responses from a survey consisting of the Teachers’ Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk-Hoy, 2001) and the Leadership Practice Inventory – observer (LPI, Kouzes & Posner, 2003).

Results from the survey categorized levels of self-efficacy for teachers based on the works of Tschannen-Moran and Woolfolk-Hoy …