Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development

2020

Collective teacher efficacy

Articles 1 - 2 of 2

Full-Text Articles in Education

Exploring The Role Of Collective Teacher Efficacy In Closing Achievement Gaps: A Review Of An Urban District Model School Program, Folusho B. Abayomi May 2020

Exploring The Role Of Collective Teacher Efficacy In Closing Achievement Gaps: A Review Of An Urban District Model School Program, Folusho B. Abayomi

The Dissertation in Practice at Western University

Abstract

Urban Academy is one of Urban Diverse School Board (UDSB)’s model schools situated in Ontario, Canada. A model school program was created to provide students with equitable access to resources and learning opportunities. Despite UDSB’s commitment to equity and inclusion, this urban school continues to experience persistent achievement gaps when aggregate data are analyzed. Based on student data, the achievement gap has been strongly connected to demographic factors such as low socioeconomic status (SES) of the parents. Educators’ beliefs and assumptions of low SES as an external factor posit achievement as a dilemma beyond teachers’ control. This Organizational Improvement …


Teacher Expectations, Self-Efficacy, And Collective Efficacy In Three Tennessee Literacy Networks, Amanda Tinker May 2020

Teacher Expectations, Self-Efficacy, And Collective Efficacy In Three Tennessee Literacy Networks, Amanda Tinker

Electronic Theses and Dissertations

The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google …