Literaturnachweis - Detailanzeige
Autor/inn/en | Abernathy-Dyer, Joy; Ortlieb, Evan; Cheek, Earl H., Jr. |
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Titel | An Analysis of Teacher Efficacy and Perspectives about Elementary Literacy Instruction |
Quelle | In: Current Issues in Education, 16 (2013) 3, (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1099-839X |
Schlagwörter | Literacy Education; Teacher Effectiveness; Case Studies; Qualitative Research; Grade 1; Elementary School Teachers; Questionnaires; Interviews; Self Efficacy; Teacher Attitudes; Teaching Methods; Educational Change; Reading Programs; Faculty Development; Standards; Curriculum Implementation; Ethnography; Teacher Characteristics Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Case study; Fallstudie; Case Study; Qualitative Forschung; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Interviewing; Interviewtechnik; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Standard; Ethnografie |
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. (As Provided). |
Anmerkungen | Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |