Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
A Phenomenological Investigation Into The Self Efficacy Of Special Education Team Teachers With Regard To Their Mathematics Content Knowledge
Download A Phenomenological Investigation Into The Self Efficacy Of Special Education Team Teachers With Regard To Their Mathematics Content Knowledge full books in PDF, epub, and Kindle. Read online A Phenomenological Investigation Into The Self Efficacy Of Special Education Team Teachers With Regard To Their Mathematics Content Knowledge ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis A Phenomenological Investigation Into the Self-efficacy of Special Education Team Teachers with Regard to Their Mathematics Content Knowledge by : Reginald Brown
Download or read book A Phenomenological Investigation Into the Self-efficacy of Special Education Team Teachers with Regard to Their Mathematics Content Knowledge written by Reginald Brown and published by . This book was released on 2019 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to examine the teacher self-efficacy of high school special education mathematics inclusion teachers with regard to their content knowledge in Long State Independent School District (pseudonym). The central question that guided this study was as follows: What are the perceptions of special education mathematics teachers in the inclusion classroom in regard to their mathematical content knowledge? The research was conducted using a school district located in Southeast, Texas. The research is grounded in Bandura’s social cognitive theory which suggests that through cognitive self-guidance humans can evaluate and modify courses of actions that override human influence. The research is also grounded by Lev Vygotsky’s zone of proximal development that proposes that teachers are important in student development. To collect data, participants engaged in an interview, participated in a focus group interview, and took a self-efficacy survey. Data were analyzed to find codes and themes about the lived experiences of the participants. All the participants in this study believed that they were competent enough to provide an adequate level of instruction to all students. However, the extent to which they were confident varied greatly. Most of the participants noted that their ability to deliver effective instruction in the inclusion classroom was because they were good mathematics students in high school and they could help others. The participants who did not have math classes in college wished they had and believed it would have made them better co-teachers. However, they also pointed to organizational constraints as impeding their abilities to be successful.
Book Synopsis Reconceptualising Teacher Self-efficacy in Relation to Teacher Identity by : Gosia Marschall
Download or read book Reconceptualising Teacher Self-efficacy in Relation to Teacher Identity written by Gosia Marschall and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of a Math Foundations Course on Teachers' Mathematical Self-efficacy by : Angela Deanne Palmer
Download or read book The Impact of a Math Foundations Course on Teachers' Mathematical Self-efficacy written by Angela Deanne Palmer and published by . This book was released on 2016 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods sequential explanatory study was used to determine if teachers’ mathematical self-efficacy was impacted as result of a Math Foundations professional development. Over 3 months, this 5-day, 40-hour course utilized various strategies to impact in-service teachers’ number sense knowledge. -- The review of literature suggested that teacher preparation programs may not be adequately preparing teachers for the classroom. Anxiety and efficacy plague teachers as a result of their inadequacies. To improve teacher capacity, an effective professional development was needed to provide in-service teachers opportunities to increase their number sense knowledge. Research reflected that by improving number sense knowledge, efficacy would be impacted as well. -- To ascertain the impact of this professional development, two quantitative instruments–the Mathematics Teaching Efficacy Beliefs Instrument (measuring general and personal efficacy) and the Teacher Education and Learning to Teach assessment (measuring number sense knowledge)–were analyzed pre and postprofessional development. Additionally, interviews collected qualitative data regarding efficacy and number sense knowledge postprofessional development. -- The conceptual framework for this study suggested that effective professional development would improve teacher content knowledge and improve instruction, which would lead to improving teacher efficacy. The results of the professional development determined that teacher efficacy improved but was not statistically significant, while number sense knowledge improved and was statistically significant as measured by the quantitative instruments. Interviews reflected that teachers improved vocabulary, became more comfortable and confident with the math skills they were previously lacking, gained knowledge behind the “hows” and “whys” of mathematics topics they struggled to teach, and felt that they were able to support the students more in their classrooms; thus, participants reflected that the Math Foundations professional development had an impact on their mathematical self-efficacy.
Book Synopsis Factors Influencing Special Education Teachers' Mathematics Teaching Efficacy by : Owen Edgar Martin
Download or read book Factors Influencing Special Education Teachers' Mathematics Teaching Efficacy written by Owen Edgar Martin and published by . This book was released on 2018 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research examined the relationship between secondary special education teachers’ mathematics teaching efficacy and the number of years of teaching experience, years of co-teaching experience, and number of math content coursework taken at the undergraduate level. Students with special needs continue to score significantly lower than their general education peers on Virginia’s standards of learning mathematics tests. A quantitative, non-experimental correlational research design was used in this study. The targeted sample consisted of approximately 120 collaborating special education teachers in two school districts in southeastern Virginia. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) was measure mathematics teaching efficacy and teacher mathematics content knowledge was measured by a survey of courses taken. A Spearman’s rho correlation test was used to determine if a statistically significant relationship existed among the variables. The study found a positive relationship between mathematics teaching efficacy and years of mathematics co-teaching experience rs = .451, p = .01 and a positive relationship between mathematics teaching efficacy and total math courses taken rs = .297, p = .014. There was no relationship found between mathematics teaching efficacy and years of teaching experience. Results support increased efforts are needed to provide content specific education for special education teachers in the area of secondary mathematics.
Book Synopsis A Phenomenological Investigation Into the Self-Efficacy Beliefs Of Teachers Who Have Persisted in The Teaching Profession by : Shana Market Norton
Download or read book A Phenomenological Investigation Into the Self-Efficacy Beliefs Of Teachers Who Have Persisted in The Teaching Profession written by Shana Market Norton and published by . This book was released on 2013 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 collection methods were implemented to explore teacher self-efficacy: two focus groups, interviews, a self-efficacy assessment test, and open-ended survey questions. Results revealed that teachers believed that they would not remain in the profession if they felt they were not making a difference in the students' lives. The teachers repeatedly mentioned administrative support as a factor they believe impacts their self-efficacy. In addition, the attitude of surrounding teachers, collective self-efficacy, and students impacted their self-efficacy. Several of the teachers listed faith and exercise as two contributing factors to remaining in the profession with a continued sense of self-efficacy. The study revealed that teachers must have confidence in their specific subject area to retain self-efficacy in a classroom. In summary, the 12 teachers interviewed noted self-efficacy in teaching as being influenced by surrounding factors, including physical, spiritual, and mental health.
Book Synopsis An Exploration of Elementary Teachers' Self-efficacy Beliefs about Teaching Mathematics Among Teachers with Advanced Degrees by : Kelly J. Talaga
Download or read book An Exploration of Elementary Teachers' Self-efficacy Beliefs about Teaching Mathematics Among Teachers with Advanced Degrees written by Kelly J. Talaga and published by . This book was released on 2015 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study sought to explore the sources of elementary teachers' mathematics teaching self-efficacy beliefs. Through the use of Seidman's in-depth interviewing protocol, four teachers with master's degrees in reading education and four teachers with master's degrees in mathematics education described their perceived sources of self-efficacy, including their experiences as students and teachers. The first research question addressed the three areas of mathematics teaching self-efficacy: content knowledge, instructional methods, and assessment techniques. The second research question examined whether there were differences in the perceived sources of self-efficacy based on the participants' degrees. Data were analyzed using descriptive coding and focused coding.
Book Synopsis Regular Education Teachers' Lived Experiences with Self-efficacy in Light of the Endrew F. Decision of 2017 by : Brian Edward Helsel
Download or read book Regular Education Teachers' Lived Experiences with Self-efficacy in Light of the Endrew F. Decision of 2017 written by Brian Edward Helsel and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the lived experiences of regular education teachers' perceptions of self-efficacy aligned with the FAPE mandate in an inclusion model at a small, rural school district on the east coast. The central research question was as follows: What are the lived experiences of regular education teachers working within an inclusion model with students with disabilities? The theory guiding this study involves Bandura's self-efficacy theory of behavioral change, which Bandura defines as a core belief in one's capabilities to act to produce results. A qualitative hermeneutical phenomenology approach aligns with the study by offering researchers embedded in a phenomenon the flexibility to interpret lived experiences in an attempt not only to find but also to determine meaning. Fifteen educators from an east-coast school district comprised the sample pool. Collection methods included a survey, fifteen interviews, and a focus group. Triangulation of data revealed how regular education teachers working within an inclusion model understand the FAPE mandate and its impact on a teacher's self-efficacy. Use of a content analysis strategy allowed for categorical interpretation of the structure, order, and patterns found from the lived experiences among the fifteen regular education participants. Three distinct major themes emerged, along with eight subthemes. This study revealed that although the participant teachers were supportive of inclusion model instructional programming, there were lived experiences aligned to the FAPE mandate that negatively (and significantly) affected their self-efficacy.
Book Synopsis Specialized Mathematical Content Knowledge of Preservice Elementary Teachers by : Ann Zumbrunnen McCoy
Download or read book Specialized Mathematical Content Knowledge of Preservice Elementary Teachers written by Ann Zumbrunnen McCoy and published by . This book was released on 2011 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2000, the National Council of Teachers of Mathematics ([NCTM], 2000) described a compelling vision for mathematics education in the United States calling for high-quality instruction, knowledgeable teachers, ambitious expectations, and engaging curriculum. One aspect of this vision, knowledgeable teachers, has been the subject of many studies as researchers attempt to determine what types of teacher knowledge are important in the development of effective teachers. In addition, factors that impact the development of teacher knowledge have also been investigated. The beliefs of teachers, including teaching efficacy, are one such factor. This dissertation presents findings from a study that examined the relationship between mathematics teacher efficacy and the growth in specialized mathematical content knowledge of preservice elementary teachers. The participants in this study were 101 elementary education majors enrolled in a two-course mathematics content and methods sequence at a mid-sized, mid-western university located in a small city. Two dimensions of mathematics teacher efficacy, personal mathematics teacher efficacy and mathematics teaching outcome expectancy, were measured using the Mathematics Teaching Efficacy Beliefs Instrument (Enochs, Smith, and Huinker, 2000). Specialized mathematical content knowledge was measured using items developed by the Learning Mathematics for Teaching (LMT) project, and common mathematical content knowledge was measured using an instrument developed and used at another university. The findings of this study indicate that the level of specialized mathematics content knowledge of preservice teachers increased significantly during the mathematics methods/content course. Personal mathematics teacher efficacy, mathematics teaching outcome expectancy, and common mathematical content knowledge also increased significantly. Significant correlations were found among several of the variables assessed in the study, including personal mathematics teacher efficacy and specialized mathematical content knowledge. However, neither dimension of mathematics teacher efficacy significantly predicted growth in specialized mathematical content knowledge. A supplementary analysis revealed that the initial level specialized content knowledge did significantly predict growth in personal mathematics teacher efficacy of female students.
Book Synopsis The Relationship Between Elementary Teachers' Self-efficacy for Teaching Mathematics and Their Mathematical Knowledge for Teaching by : Meagan McKinney
Download or read book The Relationship Between Elementary Teachers' Self-efficacy for Teaching Mathematics and Their Mathematical Knowledge for Teaching written by Meagan McKinney and published by . This book was released on 2015 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study examined the relationship between elementary teachers' mathematical knowledge for teaching (MKT) and their self-efficacy for teaching mathematics. Self-efficacy and MKT are of high importance with implications in regards to quality of instruction and the Common Core State Standards for mathematics. Using the Content Knowledge for Teaching Mathematics (CKT-M) instrument, data for this study were collected from thirty-five elementary school teachers participating in the Improving Teachers' Monitoring of Learning Grant at the time. The data were concerned with these teachers' self-efficacy with the pedagogy and content of mathematics using the Self-Efficacy for Teaching Mathematics Instrument (SETMI). Qualitative data were collected pertaining to teachers' perceptions of the positive influences and challenges of implementing the Common Core State Standards into their classroom. A correlational analysis was run with the data collected from the survey to test for a relationship between the two self-efficacy constructs and the MKT. The results indicated no statistically significant relationship between either of the two self-efficacy constructs and participants' MKT. The qualitative data responses revealed the themes of training and support as positive influences, while curriculum and time demands were seen as the major challenges. Further research should be conducted to continue examining the relationship between self-efficacy and MKT using a larger, random sample to help gain a more true representation of the larger population."--Boise State University ScholarWorks.
Book Synopsis The Effects of an Experiential Learning Approach to Elementary Teachers' Mathematics Content Knowledge for Teaching and Self-efficacy by : Lynda Phillips McCoy
Download or read book The Effects of an Experiential Learning Approach to Elementary Teachers' Mathematics Content Knowledge for Teaching and Self-efficacy written by Lynda Phillips McCoy and published by . This book was released on 2016 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this mixed methods study was to examine the effects of using experiential learning methods to increase the mathematics content knowledge for teaching and self-efficacy of in-service elementary teachers. The study was conducted with 27 elementary teachers who took a continuing education course entitled "Common Core Mathematics for Elementary Teachers" offered through their school district. Data were collected from the participants from a demographic survey, pre- and post-tests of mathematics content knowledge for teaching, preand post-tests of self-efficacy, and from teacher's weekly and end-of course reflections. The data were analyzed quantitatively using paired samples t-tests. Qualitative data were collected from the participants' weekly reflections and were ranked using a 5-point rubric, and analyzed using descriptive statistics. End-of-Course reflections were reviewed using constant comparison analysis. The quantitative results indicated that experiential learning methods were effective in increasing the participants' mathematical content knowledge for teaching. The results also indicated that mathematics content instruction using experiential learning methods also produced increases in both components of the Self Efficacy Theory—personal self-efficacy and outcome expectancy. Participants' weekly reflections revealed an increasing trend from week two through week six. The qualitative data were analyzed and three themes emerged: Knowledge gained, internalization of concepts; and, transformation of knowledge. The qualitative data were triangulated with the quantitative results; thus, strengthening the conclusions. The results of the mixed methods study indicated that the participants' mathematics content knowledge for teaching and teachers' self-efficacy increased with mathematics content and pedagogy instruction using experiential learning methods.
Book Synopsis Affect and Mathematics Education by : Markku S. Hannula
Download or read book Affect and Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2019-06-03 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Phenomenological Study by : Lisa Ann Glover
Download or read book A Phenomenological Study written by Lisa Ann Glover and published by . This book was released on 2022 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental, phenomenological study was to describe the perceived self-efficacy of twice-exceptional students in a singular school district located in the southeastern United States. The theories which guided this study are Swain and French’s affirmative model of disability, Deci and Ryan’s self-determination theory, and Bandura’s self-efficacy theory because students who view their disabilities in a positive sense may have greater self-determination and thus increased self-efficacy. The guiding research question for the study examined the shared perceptions of self-efficacy among twice-exceptional students. Data to examine this question were collected from 10 high school students at East Lake School District through interviews, self-efficacy scale, and collages. Collected information was analyzed using the phenomenological process establish by Moustakas in horizonalizing data and establishing themes to derive a written description of the participants’ perception of the phenomenon. The three main themes developed were (a) positive self-efficacy stemming from their area of giftedness, teacher and parental support, and utilization of nontraditional classes; (b) poor self-efficacy centered on their disability and teachers which resulted in frustration and self-doubt; and (c) a participant-generated set of suggestions on how their self-efficacy can be increased through greater focus, communication, and relationship building.
Book Synopsis Mathematics Teachers' Self-efficacy and Technology, Pedagogy, and Content Knowledge Effects on Technology Implementation by : Jennifer L. Kroesen
Download or read book Mathematics Teachers' Self-efficacy and Technology, Pedagogy, and Content Knowledge Effects on Technology Implementation written by Jennifer L. Kroesen and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Self-efficacy, Instructional Practices, and Student Achievement in Mathematics by : Kristi Lynn Day
Download or read book Teacher Self-efficacy, Instructional Practices, and Student Achievement in Mathematics written by Kristi Lynn Day and published by . This book was released on 2016 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods research examined teacher self-efficacy in mathematics and the use of specific mathematical instructional practices in Grades 3-5 classrooms. The purpose was to examine the relationships among teacher self-efficacy of teaching mathematics, the use of specific mathematical instructional practices, and student achievement as measured by the North Carolina end-of-grade test. According to the National Mathematics Advisory Panel (2008), differences in students’ mathematical achievement are credited to differences in teacher characteristics including their self-efficacy in teaching and use of specific instructional practices. The study sought to add to the research behind that finding. -- Correlational relationships among the variables were studied. The outcome variable was student achievement as measured by the end-of-grade mathematics test. The two outcomes variables were teacher self-efficacy of teaching mathematics as measured by the Self-Efficacy for Teaching Mathematics Instrument and the use of mathematical instructional practices as measured by the Teachers’ Instructional Practices Survey. Descriptive analysis, Pearson correlations, and multiple regression analysis were used to analyze the quantitative data. Qualitative data were gathered through teacher interviews. The notes from these interviews were reviewed for themes and then compared to the quantitative data. -- This study yielded strong to moderate correlations between teacher self-efficacy and the six measured mathematical instructional practices. Upon further analysis, the study found strong correlations between teacher self-efficacy for pedagogy in mathematics and each of the following mathematical instructional practices: cooperative learning; communication and study skills; problem-based learning; and manipulatives, models, and multiple representations. However, correlations between the frequency of the measured mathematical instructional practices and study achievement were not established. Weak correlations were found between student achievement and teacher self-efficacy in mathematics. Additionally, the study found that teacher self-efficacy was statistically significant to the prediction of student achievement as defined by student scale scores on the end-of-grade mathematics assessment.
Book Synopsis Teacher Burnout by : Alfred S. Alschuler
Download or read book Teacher Burnout written by Alfred S. Alschuler and published by . This book was released on 1980 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)
Book Synopsis Investigating the Development of Pre-service Elementary Teachers' Mathematics Self-efficacy Beliefs and Learning Goals by : Christine M. Phelps
Download or read book Investigating the Development of Pre-service Elementary Teachers' Mathematics Self-efficacy Beliefs and Learning Goals written by Christine M. Phelps and published by . This book was released on 2009 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher educators may need to pay attention to pre-service elementary teachers' motivation to learn mathematics in order to help them develop a deep level of understanding from their mathematics content courses for teachers (content courses) and to help them develop the disposition to learn mathematics throughout their careers. In this dissertation I examine mathematics self-efficacy and mathematics learning goals, two constructs of pre-service teachers' motivation. Since few studies have been conducted on pre-service teachers' mathematics self-efficacy and learning goals, Chapter 1 reviews the literature on the mathematics self-efficacy and learning goals of other populations. Using these studies, I develop and provide evidence for a model on how pre-service teachers' mathematics self-efficacy and learning goals could develop and influence learning. Then, in Chapter 2, I present results of a study I conducted examining one sample of pre-service elementary teachers' mathematics self-efficacy and learning goals. Survey results identify participants' (n = 61) self-efficacy beliefs and learning goals for learning mathematics. Results from interviews using narrative analysis indicate that participants (n = 22) believe past performance, vicarious experiences, verbal persuasions, career goals, and the nature of mathematics in their classes influenced the development of their mathematics self-efficacy and learning goals. Participants were grouped into two categories: productive and non-productive self-efficacy beliefs and learning goals. Results indicate one difference between the two groups is the self-reported effect of the content courses on participants' mathematics self-efficacy beliefs and learning goals. In particular, participants' talk about the effect on their self-efficacy and learning goals of their performance in the content courses, their awareness of their career goals in the content courses, and the fit between their beliefs about math and the math in the content courses. These results increase our knowledge of how mathematics self-efficacy beliefs and learning goals develop and have implications for how teacher educators design mathematics content courses. [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.].
