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Full-Text Articles in Education
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Faculty Publications
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.
Examining Ec-6 Pre-Service Teachers' Perceptions Of Self-Efficacy In Teaching Mathematics, Tonya D. Jeffery, Lisa D. Hobson, Sarah J. Conoyer, Karen E. Miller, Lesley F. Leach
Examining Ec-6 Pre-Service Teachers' Perceptions Of Self-Efficacy In Teaching Mathematics, Tonya D. Jeffery, Lisa D. Hobson, Sarah J. Conoyer, Karen E. Miller, Lesley F. Leach
Faculty Publications
Mathematics teacher quality has become a major focus in national education reform efforts. In addition, there is an increasing interest in the effectiveness of teacher preparation programs and the undergraduate preparation of elementary mathematics teachers. Empirical evidence suggests that teacher attitudes, behaviors and values, or dispositions, towards teaching have a significant impact on student outcomes. The purpose of this study is to survey juniors and seniors in an undergraduate teacher preparation program to gauge their perceptions of self-efficacy and comfort with teaching mathematics. The results have implications for, and reaffirm concerns about the undergraduate preparation of elementary mathematics teachers.
Using Video Feedback To Measure Self-Efficacy, Linda Bobo, Amanda Andrews
Using Video Feedback To Measure Self-Efficacy, Linda Bobo, Amanda Andrews
Faculty Publications
When a student has a high sense of self-efficacy, foreseeing success and providing positive guides and supports for performing the skill will usually occur. A low self-efficacy tends to predict failure and anticipation of what could go wrong. Videotape feedback provided to students has reported favorable outcomes. Self-efficacy could alter performance in learning a psychomotor competency skill (PCS). The purpose of this study was a) to assess the self-efficacy of athletic training students in learning to perform a PCS; and b) to measure the impact on self-efficacy by implementing an educational intervention of video feedback in learning to perform a …