Journal Article•
An Analysis of Teacher Efficacy and Perspectives about Elementary Literacy Instruction
TL;DR: In this paper, a qualitative case study using observations, interviews, and questionnaires to highlight teacher efficacy from four first grade teachers was conducted to reveal some of the issues that influence as well as hinder instructional reform within that setting.
Abstract: At the core of every teacher is a set of beliefs and knowledge regarding teaching and learning. As a teacher develops her expertise, curricular practices are refined and self-efficacy is enhanced. Teachers possess varying degrees of efficacy and perceptions that impact literacy instruction within their classrooms. Yet, often times they are mandated to teach in certain ways to achieve desirable student outcomes, even when they may not agree with the methods or processes wholeheartedly. The purpose of this study is to explore some of the issues that change teachers’ instructional practices in the classroom and to reveal some of the issues that influence as well as hinder instructional reform within that setting. This qualitative case study uses observations, interviews, and questionnaires to highlight teacher efficacy from four first-grade teachers. Testing data indicate students achieve both because of instruction and teachers’ willingness to implement the reading program with fidelity. Findings from this study can assist in setting up professional development, serving as a guide for providing warranted support for student learning and teacher knowledge, and fostering considerations for including teachers in the important stages regarding the planning and implementation of classroom literacy instruction.
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TL;DR: In this paper, the effects of self-efficacy, attributions for occupational stress, and hypothesized mediation effects on burnout, job satisfaction, illness symptoms, and quitting intentions were investigated.
310 citations
TL;DR: The authors found that teachers and school leaders approached decision-making from a range of mental models for data use, and that models seemed rooted in ways of thinking about data and data use that were influenced by formal training, modeling by leaders, social interaction with colleagues, and personal experience.
86 citations
TL;DR: No relationship between teachers’ self-efficacy and students’ performance, but a significant positive relationship between the latter and teachers' subject-specific enthusiasm is revealed, providing a differentiated picture about the importance of motivational orientations for the characterisation of an effective teacher.
Abstract: Knowledge and motivation of a teacher are two unchallenged, essential characteristics for successful education. Whilst the relevance of teachers’ professional knowledge for successful students’ learning has been studied in a sophisticated manner for years, the meaning of teachers’ motivational orientations for students’ performance still lacks a differentiated consideration. This construct is conceptualized by three domains: (1) self-efficacy, (2) subject-specific enthusiasm, and (3) enthusiasm for teaching the subject. Motivational orientations overall have shown to be relevant predictors of students’ learning. However, there are several dimensions of motivation and their relative importance remains unclear. Our study goes beyond the available findings by considering in detail each of the three domains’ relations to students’ performance. Thus, we aim to further contribute to the clarification of the predictors of students’ performance in school teaching. For this purpose, we conducted a study with 48 biology teachers and their 1036 students. To assess the three domains of teachers’ motivational orientations, we applied paper and pencil tests. Concept maps and paper and pencil tests were used to measure students’ performance. By specifying multilevel structural equation models, we examined the relationship between the domains of teachers’ motivational orientations and the performance of the students. Our results reveal no relationship between teachers’ self-efficacy and students’ performance, but a significant positive relationship between the latter and teachers’ subject-specific enthusiasm. Moreover, our results show a positive trend in the relationship between enthusiasm for teaching the subject and students’ performance. The results provide a differentiated picture about the importance of motivational orientations for the characterisation of an effective teacher. We discuss our findings in terms of possible effect mechanisms and their relevance for further research on teacher motivation and the improvement of teacher education programmes.
57 citations
TL;DR: This article conducted a self-study to understand and conceptualize culturally responsive pedagogy (CRP) in higher education, and found that the participants' difficulty with defining CRP and the importance of modeling and building relationships with students when enacting CRP, tensions related to students and institutions, and professional and personal opportunities to continuously evolve.
Abstract: In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meetings in order to understand and conceptualize culturally responsive pedagogy (CRP). Findings include the participants' difficulty with defining CRP in higher education; the importance of modeling and building relationships with students when enacting CRP; tensions related to students and institutions; and professional and personal opportunities to continuously evolve. The findings begin to fill in a void for an articulated framework of CRP beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for teacher educators to actualize this work.
53 citations
TL;DR: In this paper, a sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district was conducted.
Abstract: In the United States, teachers’ job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district. Quantitative data were collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey from a convenience sample of 145 teachers, while qualitative data were gathered during focus-group sessions at the elementary, middle and high school levels. Findings indicated that assigned subject matter did not influence teacher self-efficacy, but did influence teachers’ job-related stress. Additionally, a relationship was found to exist between teacher job-related stress and teacher self-efficacy. Teachers reported lack of time, modifications to curriculum, and testing of special education populations as contributions to their job-rel...
50 citations
References
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TL;DR: The Nature of Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications as mentioned in this paper, and Qualitative Interviewing: Qualitative Analysis and Interpretation Enhancing the quality and credibility of qualitative analysis and interpretation.
Abstract: PART ONE: CONCEPTUAL ISSUES IN THE USE OF QUALITATIVE METHODS The Nature of Qualitative Inquiry Strategic Themes in Qualitative Methods Variety in Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications PART TWO: QUALITATIVE DESIGNS AND DATA COLLECTION Designing Qualitative Studies Fieldwork Strategies and Observation Methods Qualitative Interviewing PART THREE: ANALYSIS, INTERPRETATION, AND REPORTING Qualitative Analysis and Interpretation Enhancing the Quality and Credibility of Qualitative Analysis
31,305 citations
"An Analysis of Teacher Efficacy and..." refers methods in this paper
...Participants/Data Collection Four schools were selected to participate in the study using intensity case sampling (Patton, 2002)....
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...Participants/Data Collection Four schools were selected to participate in the study using intensity case sampling (Patton, 2002). An equal number of Reading First and non-Reading First Schools were selected for inclusion. Hollow Brook Elementary and Willow Lane Elementary are currently receiving funding and functioning as Reading First Schools (pseudonyms are used throughout the study to preserve the anonymity of participants). Green Meadows Elementary and Winding Trail Elementary are schools that shadow the Reading First model in similar aspects, but are labeled Non-Reading First Schools due to lack of complete funding for staff and resources. Through the use of intensity sampling and stratified purposeful sampling (Patton, 2002), the district’s Curriculum Coordinator was asked to suggest schools with integrity and good intentions for the purposes of the present study. The four first grade teachers were chosen on the same basis with recommendations from the principals. Information gathered reflected the grades, status, school performance score, growth label, and ranking as identified by academic assistance from the beginning of that particular school year. At the time of study, these are the data the school would use to drive the instructional goals in the school improvement plan. Data Analysis To investigate the relationship between teacher efficacy, beliefs, and curriculum, the participants were administered a questionnaire consisting of instruments measuring each variable. The Pre-Observation Survey and Reading Coordinators Site Visit tools were used to document observations, classroom environment, and activities involving the literacy curriculum implementation. The Planning and Evaluation Tool for Effective School-Wide Reading Programs devised by the College of Education at the University of Oregon was instrumental in providing a structure to measure elementary school-wide reading initiatives and implementation, as well as for developing the Mid-Study Survey. The Questions for the Pre-Observation protocol, Question for the Pre-Observation Interview, and the fixed response measure for teachers' beliefs and survey were developed based on Weinstein's (1989) open-ended questionnaire to examine beliefs and actions....
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...Through the use of intensity sampling and stratified purposeful sampling (Patton, 2002), the district’s Curriculum Coordinator was asked to suggest schools with integrity and good intentions for the purposes of the present study....
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Journal Article•
TL;DR: The Nature of Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications as mentioned in this paper, and Qualitative Interviewing: Qualitative Analysis and Interpretation Enhancing the quality and credibility of qualitative analysis and interpretation.
22,714 citations
Book•
01 Jan 1995TL;DR: In this article, an intensive study of case study research methods is presented, focusing on the Unique Case Research Questions and the Nature of Qualitative Research Data Gathering Analysis and Interpretation Case Researcher Roles Triangulation.
Abstract: Introduction An Intensive Study of Case Study Research Methods The Unique Case Research Questions The Nature of Qualitative Research Data Gathering Analysis and Interpretation Case Researcher Roles Triangulation Writing the Report Reflections Harper School
22,208 citations
"An Analysis of Teacher Efficacy and..." refers background in this paper
...Stake (1995) argued that researchers should think like an artist and embrace the many facets of realities that might arise from a question....
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Book Chapter•
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28 Apr 2004
TL;DR: The comprehensive and accessible nature of this collection will make it an essential and lasting handbook for researchers and students studying organizations.
Abstract: Essential Guide to Qualitative Methods in Organizational Research is an excellent resource for students and researchers in the areas of organization studies, management research and organizational psychology, bringing together in one volume the range of methods available for undertaking qualitative data collection and analysis.
The volume includes 30 chapters, each focusing on a specific technique. The chapters cover traditional research methods, analysis techniques, and interventions as well as the latest developments in the field. Each chapter reviews how the method has been used in organizational research, discusses the advantages and disadvantages of using the method, and presents a case study example of the method in use. A list of further reading is supplied for those requiring additional information about a given method.
The comprehensive and accessible nature of this collection will make it an essential and lasting handbook for researchers and students studying organizations.
16,383 citations
Book•
21 Nov 1997
TL;DR: The Foundations of Qualitative research in education: An Introduction as discussed by the authors Theoretical underpinnings of qualitative research are discussed in detail in Section 2.2.1.
Abstract: 1. Foundations of Qualitative Research in Education: An Introduction. Characteristics of Qualitative Research. Traditions of Qualitative Research. Theoretical Underpinnings. Ten Common Questions About Qualitative Research. Ethics. What Is to Come. 2. Research Design. Choosing a Study. Case Studies. Multi-Site Studies. Additional Issues Related to Design. Concluding Remarks. 3. Fieldwork. Gaining Access. First Days in the Field. The Participant/Observer Continuum. Doing Fieldwork in Another Culture. Researcher Characteristics and Special Problems with Rapport. Be Discreet. Research in Politically Charged and Conflict-Ridden Settings. Feelings. How Long Should an Observation Session Be? Interviewing. Visual Recording and Fieldwork. Triangulation. Leaving the Field. 4. Qualitative Data. Some Friendly Advice. Fieldnotes. The Process of Writing Fieldnotes. Transcripts from Taped Interviews. Documents. Photography. Official Statistics and Other Quantitative Data. Concluding Remarks. 5. Data Analysis. Analysis in the Field. Analysis After Data Collection. The Mechanics of Working with Data. Concluding Remarks. 6. Writing It Up. Writing Choices. More Writing Tips. Criteria for Evaluating Writing. Texts. A Final Point About Getting Started. 7. Applied Qualitative Research for Education. Evaluation and Policy Research. Action Research. Practitioner Uses of Qualitative Research. Appendix A. Examples of Observational Questions for Educational Settings. Appendix B. Examples of Fieldnotes. Glossary. References. Index.
12,707 citations