Education Commons^™

Implementing Food Science-Based Instruction In Career Technical Education Courses, Jasmine D. Hendrix

Theses and Dissertations

Students are exposed to food concepts in agriculture-based career technical education (CTE) courses which provide a gateway for students to become more aware of food science career pathways. Professional development for Mississippi (MS) CTE teachers is needed to effectively implement food science-based instruction since there is not a food science curriculum framework adopted in MS. The objective of this study was to assess a food science professional development training for MS CTE teachers that would increase their self-perceived knowledge of food science, self-perceived ability to conduct food science skills, and their self-efficacy to implement food science-based instruction. Thirty-one teachers participated …

The Impact Of Stand-Alone Professional Development Versus Job-Embedded Professional Development On Teacher Self-Efficacy: A Program Evaluation, Ayana Lucas

Dissertations

School leaders throughout the United States use various methods to create professional learning opportunities that lead to effective teaching practices. The purpose of my study is to evaluate the impact of stand-alone professional development on teacher self-efficacy of teachers who have attended or incorporated professional development in their learning environments. The context of this evaluation is elementary, middle, and high schools in the United States. My study demonstrates outcomes of a disconnect between instructional leaders and teachers in the perception of job-embedded professional development and its effect on teacher self-efficacy. My study also demonstrated an outcome that there is a …

The Development, Short-Term Efficacy, And Pilot Implementation Of An E-Learning Course In Physical Activity And Sedentary Behaviour For Pre-Service Early Childhood Educators, Brianne Bruijns

Electronic Thesis and Dissertation Repository

The overarching purpose of this dissertation was to develop an e-Learning course in physical activity and sedentary behaviour and test its short-term efficacy and implementation among pre- and in-service early childhood educators (ECEs). The Delphi approach was adopted for Study 1, wherein a panel of international experts in physical activity and sedentary behaviour suggested topics for the course and, together with a panel of ECE experts, rated their importance. Study 2 employed a pre-post design to explore the changes in pre- and in-service ECEs’ physical activity and sedentary behaviour-related knowledge, self-efficacy, behavioural intention, and perceived behavioural control following course completion. …

A Study Concerning Factors That Contribute To School Counselors' Self-Efficacy, Cory J. Neal

MSU Graduate Theses

Many school districts and states still require that school counselors have previous teaching experience before one can begin a career in school counseling. There is little to no data to support these claims and the data that is available does not include how the school counselor’s own previous experiences influence their self-efficacy in their current roles. The data for this study was collected through an online survey sent to school counselors in Missouri. The qualitative data was evaluated using a grounded theory approach while the quantitative data was analyzed through a series of t-tests for independent samples, with group membership …

An Evaluation Of Programs And Leadership Practices For Effective Dropout Prevention, Nicole C. West

Electronic Theses and Dissertations

Abstract

This mixed-methods study explored a problem within dropout research which often fails to link characteristics of student subgroups with effective dropout interventions. Considering the characteristics identified in the literature of at-risk learners, the conceptual framework for this study combined the theory of self-efficacy and leadership with emphasis on servant leadership. The purpose of the study was to evaluate dropout intervention and prevention programs in two high schools by examining intervention and leadership practices for students at risk of dropping out of high school. Through causal-comparative and phenomenological approaches, this investigation focused on identifying dropout factors targeted in the intervention …

Using Avatars To Address Teacher Self-Efficacy, Chancey Bosch, Trevor Ellis

Journal of Global Education and Research

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, …

Teacher Led Tier Two Intervention To Increase Student Academic Achievement, Cynthia Shepherd

Education Masters Papers

The purpose of this action research was to determine if the implementation of a tier two teacher led intervention would increase student academic achievement. A small group of ten students in a ninth-grade physical science class participated in the study. Data was collected over a period of three weeks using pre- and post- intervention surveys, an exit slip for self-assessment, researcher observations, comparisons of work completion and grades from previous grading periods, participant performance self-assessment, and a goal setting activity. Results show an inconclusive connection between the tier two teacher led intervention and student academic achievement. This is possibly due …

Traditional And Alternative Certification Programs And Their Effect On Elementary School Teachers’ Efficacy Beliefs In Title I And Non-Title I Schools, Rita Gale Sullivan

Electronic Theses and Dissertations

School districts across the United States face the challenges of teacher shortages and rely heavily on alternative certification programs to fill teaching positions. Over the last decade, researchers question the quality of fast-track teacher preparation programs compared to traditional educational paths. This quantitative, causal-comparative study examined two methods of obtaining teacher certification (traditional and alternative) and their impact on novice teacher self-efficacy levels in Title I and non-Title I schools. Elementary teachers with five years or less of experience, traditionally and alternatively certified, were asked 24 questions using the Likert-type Teachers’ Sense of Efficacy Scale on student engagement, instructional practices, …

Analysis Of Elementary School English Teachers’ Perceptions Of And Design For Differentiated Reading Instruction, Chin-Wen Chien

Journal of English Learner Education

This study explored the influence of a course in an endorsement program on 22 elementary school Taiwanese English teachers’ perceptions of and designs for differentiated reading instruction. Based on the data analysis of the questionnaire, peer- and self-evaluation, and final projects, this study has two major findings. First, participants gained competence in research-based instructional strategies and approaches for differentiated reading instruction through the endorsement program. Tiered assignments were the most popular activities designed by the participants for differentiated reading instruction. Secondly, their self-efficacy gained in terms of improving their learners’ reading performance and solving their reading problems. This study suggested …

Faculty Views Of Online Competency-Based Education, Self-Efficacy, And Institutional Support: An Exploratory Mixed Methods Study, Christopher Russell Prokes

Boise State University Theses and Dissertations

Competency-based education (CBE) is essentially an online approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE’s differs from traditional education that focuses on seat time, credit hours, and academic objectives. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE (notably from non-traditional students), institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings …

An Investigation Of The Effects Of Self-Efficacy On Stem Implementation, Caroline Buechel

Curriculum and Instruction Undergraduate Honors Theses

In order to equip students with the 21^st Century skills necessary for today’s society, STEM education must be properly implemented in school curricula (Lamb, Akmal, & Petrie, 2015). To do so, it is important for teachers to possess both proficient knowledge of the subject matter and confidence towards the implementation of STEM. A person’s beliefs about their ability is known as their self-efficacy (Bandura 1997). Related to education, Bandura notes that this self-efficacy affects a teacher’s views on their ability to handle tasks, obligations, and challenges related to a challenge (1997). Additionally, numerous studies indicate that this self-efficacy in …

Caring For Teachers: Exploring Pre-Service Teacher Well-Being, Self-Efficacy, And Vicarious Trauma, Bernadette Yeo

Electronic Thesis and Dissertation Repository

Teachers play an integral role in the lives and development of the students they teach. Many students are exposed to trauma and can experience mental health problems that can show up in the classroom context, making the school a natural environment for detection and response of these concerns. Unfortunately, the lack of appropriate teacher education on supporting students of diverse mental health needs can leave them feeling helpless and ill-equipped. In this current study, 236 teacher candidates enrolled in an online mental health course completed a survey examining their self-efficacy, well-being, and vicarious trauma. Correlation results indicated significant associations between …

You Want Me To Teach Engineering? Impacts Of Recurring Experiences On K-12 Teachers’ Engineering Design Self-Efficacy, Familiarity With Engineering, And Confidence To Teach With Design-Based Learning Pedagogy, Shaunna Smith, Kimberly Talley, Araceli Ortiz, Vedaraman Sriraman

Journal of Pre-College Engineering Education Research (J-PEER)

This paper reports on findings from a group of ten teachers who were enrolled in a semester-long, graduate-level educational technology course that used design-based learning to explore the integration of making and the engineering design process into a variety of K-12 educational contexts. Using convergent mixed methods, this study examines how the course impacted teachers’ familiarity and confidence in teaching the engineering design process, as viewed through their pre- and post-semester engineering design self-efficacy scores and their weekly reflective journal entries. These measures are important factors for developing teacher experience and confidence in integrating engineering and design-based learning strategies within …

Teacher Self-Efficacy And Teacher Work Engagement For Expatriate Teachers At International K12 Schools In China, Jennifer L. Johnson

Doctor of Education (Ed.D)

The purpose of this non-experimental, descriptive quantitative survey study was to evaluate if teacher self-efficacy predicts teacher work engagement for expatriate teachers in international schools in China. The purposive sample was composed of 103 expatriate, international school teachers who have worked in China during the past 10 years at an international K12 school and are personally known to the researcher or the researcher’s contacts. The Teachers’ Sense of Efficacy Scale (TSES) and the Engaged Teachers Scale (ETS) measured teacher self-efficacy and teacher work engagement. Results from simple linear regression indicated a statistically significant predictive relationship between teacher self-efficacy and teacher …

Expectancy-Value Theory During Challenging Moments: A Narrative Inquiry Into Classroom Dialogic Discussions, Malka Alter Ungar

Theses and Dissertations

This problem solution narrative inquiry explored how expectancy-value theory impacts teachers’ decisions during dialogic discussions. This paper delved into challenging moments teachers faced during dialogic discussion implementation. The purpose was to use this data to better inform the development of teacher-centered and more supportive professional learning opportunities. Participants from two parochial schools were invited to be interviewed about their dialogic discussion experiences. Data was coded using constant-comparative coding and was then restoried within problem solution narrative framework. The narratives were then coded for themes of expectancy, value, and self-efficacy. This study was intended to impact professional development to guide teachers …

Efl Literacy Teaching In Relation To Teachers’ Self-Efficacy, Experience And Native Language, Stephanie Fuchs, Tami Katzir, Janina Kahn-Horwitz

Australian Journal of Teacher Education

English as a foreign language (EFL) literacy is necessary for the career success of non-English speaking students. Many students lack adequate EFL literacy skills which may indicate a gap between EFL literacy instruction theory and practice. Teachers’ self-efficacy regarding their ability to teach reading and writing, years of teaching experience, and/or native language may influence their selection of components for EFL literacy instruction. This study examines these components as they are perceived by teachers. One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires. Findings showed a weak correlation between teachers’ self-efficacy and their instructional approach. Teaching experience …

The Validity Of The Science Teacher Efficacy Belief Instrument (Stebi-B) For Postgraduate, Pre-Service, Primary Teachers, Eileen V. Slater, Christina M. Norris, Julia E. Morris

Research outputs 2014 to 2021

The STEBI-B (Enoch and Riggs, 1990) has been widely used as a measure of undergraduate primary pre-service teacher self-efficacy since its creation. However, the publication of its use within postgraduate teaching courses has been limited. The postgraduate pre-service teachers (Graduate Diploma and Master of Education students) are a very different population, presenting with more life experience and importantly, more experience in Science. This brings the generalizability of the STEBI-B to this population into question. The validity of the STEBI-B for use with a postgraduate, pre-service teacher population was investigated using a Rasch model analysis. Results support the two-factor structure presented …

Preservice Teacher Efficacy To Teach Informational Text Comprehension Through Literature Circles, Amy J. Clark

Walden Dissertations and Doctoral Studies

Preservice teachers in an elementary education teacher preparation program are tasked with teaching informational text comprehension through literature circles during a literacy field experience. The problem addressed is that even after receiving explicit classroom instruction on this topic, preservice teachers expressed apprehension and self-doubt and may not have the self-efficacy to effectively teach informational text comprehension. The purpose of this project study was to explore preservice teachers' perceived self-efficacy to teach informational text comprehension. This study was grounded in a constructivist paradigm centered on Bandura’s concept of self-efficacy. The research questions concerned preservice teachers perceived self-efficacy to teach informational text …

Renewed Purposes For Social Studies Teacher Preparation: An Analysis Of Teacher Self-Efficacy And Initial Teacher Education, Leona Calkins, Paul J. Yoder, Peter Wiens

Teaching and Learning Faculty Research

Using data from TALIS 2018, this study analyzed the relationship of U.S. social studies teachers’ initial teacher education (ITE) and their self-efficacy, with an emphasis on the newly added construct of multicultural teacher self-efficacy. Results indicated that content and pedagogy training is present in the vast majority of ITE programs that U.S. social studies teachers have attended; however, over one quarter of participants reported no training in teaching in a multilingual or multicultural setting during their ITE. Social studies teachers were more self-efficacious about instruction and classroom management than they were about student engagement and teaching in multicultural classrooms. All …

Teacher Perspectives On Integrating Technology In Early Childhood Classrooms, Crystal Renee Crozier

Walden Dissertations and Doctoral Studies

The integration of technology in early childhood classrooms can be advantageous when used in meaningful ways. Early childhood teachers are utilizing technology in instruction; however, they are not always doing so effectively. There is a gap in practice regarding the factors that affect the choices of technology activities that early childhood teachers use. A study on what influences the decisions early childhood educators make when choosing the types of technology to integrate in the classroom was necessary to fill the gap in literature and enhance the technology practices of early childhood teachers. Using Bandura’s social cognition theory, the purpose of …

Investigating Self-Efficacy: Early Childhood Teachers’ Understanding Of Self-Efficacy, Dimity Franks

Theses: Doctorates and Masters

Students are experiencing an increased pressure to perform academically at a younger age with reports of the narrowing of curriculum and student disengagement. Current research literature suggests curricula should reflect the increased pressures students are facing. A focus on the social and emotional skills to support student learning is recommended to increase student engagement and enrichment and prepare students for their future. Self-efficacy is one element of social and emotional learning that demands attention. Self-efficacy is considered important for teachers to understand as it can predict how students approach their tasks as well as influence their levels of motivation and …