Elementary Science Instruction: Analysis of Teacher Self-Efficacy, Teacher Experience, Schedule Structure, Instructional Time, and Student Achievement

Autor/in	Raygor, Brian J.
Titel	Elementary Science Instruction: Analysis of Teacher Self-Efficacy, Teacher Experience, Schedule Structure, Instructional Time, and Student Achievement
Quelle	(2017), (160 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3690-5157-5
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Science; Science Instruction; Self Efficacy; Science Teachers; Elementary School Teachers; Teaching Experience; Academic Achievement; Correlation; Grade 3; Grade 4; Grade 5; School Districts; Time Factors (Learning); School Schedules; Science Tests; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Schulleistung; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School district; Schulbezirk; Schulzeiteinteilung
Abstract	This quantitative study was designed to investigate if relationships existed between elementary science teachers' self-efficacy toward science teaching, schedule structure (self-contained or departmentalized), experience level of teachers, amount of time dedicated to science instruction, and student achievement on a standardized science assessment. Participants included all science teachers from grades three, four, and five in a school district on the Eastern Shore of Maryland. The Science Teaching Efficacy Belief Inventory (STEBI) was utilized to measure participants' personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). Significant relationships at the p < 0.05 level were found between two sets of factors: PSTE and schedule structure; and teacher experience and student achievement. While not found to be statistically significant, other trends were readily apparent in the data. This study includes implications for district- and school-level leadership as well as for elementary science teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01