Open Access. Powered by Scholars. Published by Universities.®
Junior High, Intermediate, Middle School Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Motivation (2)
- 21st century curriculum (1)
- African American (1)
- Alternative education (1)
- Assessment (1)
-
- Education, Administration (1)
- Education, Educational Psychology (1)
- Education, General (1)
- Education, Secondary (1)
- Education, Sociology of (1)
- Education, Teacher Training (1)
- Education, Vocational (1)
- Engineering education (1)
- Extroverted (1)
- Females in STEM (1)
- Further education (1)
- Gender issues (1)
- Human factors (1)
- Innovative education (1)
- Introverted (1)
- K-12 (1)
- Leadership (1)
- Middle schools (1)
- Mixed method (1)
- Mixed methods research (1)
- Neighborhood Safety (1)
- Parenting Style (1)
- Pedagogy (1)
- Persistence (1)
- Phenomenological (1)
- Publication
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
A Phenomenological Investigation Into The Self-Efficacy Beliefs Of Teachers Who Have Persisted In The Teaching Profession, Shana Market Norton
A Phenomenological Investigation Into The Self-Efficacy Beliefs Of Teachers Who Have Persisted In The Teaching Profession, Shana Market Norton
Doctoral Dissertations and Projects
This phenomenological study investigated the lived experiences of 12 secondary school teachers from public secondary schools in northern Georgia regarding their feelings about self-efficacy and why they have persisted in the teaching profession. The research questions centered around their perceptions on how self-efficacy influences the academic achievement of their students, on what personality characteristics they feel teachers add to their positive or negative self-esteem in teaching, and on what factors they identify as influencing their professional self-efficacy in teaching. Teacher self-efficacy, the belief in oneself to succeed at completing a task, is a key factor in retaining teachers. Four data …
Examining The Influence Of Parents, Teachers, And Neighborhood Safety On African American Adolescents’ Motivation And Achievement, Clarissa R. Roan-Belle
Examining The Influence Of Parents, Teachers, And Neighborhood Safety On African American Adolescents’ Motivation And Achievement, Clarissa R. Roan-Belle
Theses and Dissertations--Educational, School, and Counseling Psychology
Guided by the theoretical frameworks of Baumrind’s parenting style theory, interpersonal expectations, Self Determination Theory, and self-efficacy, this study examines factors that influence African American students’ GPA and motivation, specifically associations between parents’ and teachers’ control, warmth, and educational expectations and African American adolescents’ GPA, self-efficacy, and intrinsic motivation were examined. The moderating effects of neighborhood safety on the aforementioned associations were also assessed. Using data from the Educational Longitudinal Study of 2002, this study found that parents’ warmth and expectations were positive predictors of all educational variables, while parents control was a negative predictor of GPA and intrinsic motivation. …
Characteristics Of Contemporary U.S. Progressive Middle Schools, Jan Ware Russell
Characteristics Of Contemporary U.S. Progressive Middle Schools, Jan Ware Russell
Antioch University Full-Text Dissertations & Theses
Progressive education has a long history within the American K-12 education system dating back to the late 1800s. During this period, two very distinct ideologies represented progressive education: 1) administrative progressives supporting standardization as a means of efficiency and 2) pedagogical progressives supporting child-centered learning based upon a well-rounded education. This study looks at 82 contemporary pedagogical progressive schools to identify common characteristics. Child-centered learning, community integration, and democratic decision-making were the three overarching philosophies covered in this study. Data was collected through an online survey of school leaders. The majority of research surrounding progressive education is qualitative and focuses …
Exploring The Factors That Motivate Female Students To Enroll And Persist In A Collegiate Stem Degree Program, Rosemary L. Edzie, Moe Alahmad
Exploring The Factors That Motivate Female Students To Enroll And Persist In A Collegiate Stem Degree Program, Rosemary L. Edzie, Moe Alahmad
Rosemary L Edzie
In the United States, collegiate enrollment in science and engineering programs continues to decline, while European and Asian universities have increased the number of science and engineering graduates. In addition, there is a growing concern over too few females enrolling and persisting in collegiate science, technology, engineering, and mathematics (STEM) degree programs. Through increasing access to pre-collegiate STEM activities, providing a better understanding of STEM career choices, instilling of confidence in math and science, and establishing student and industry based mentoring programs, more female students will enroll and persist in collegiate STEM degree programs. This paper sets to explore the …