國立虎尾科技大學 |

Precursors of Teachers' Sense of Efficacy to Address the Literacy Learning of Diverse Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Precursors of Teachers' Sense of Efficacy to Address the Literacy Learning of Diverse Students./
作者:	Stroder, Miriam Elizabeth.
面頁冊數:	1 online resource (368 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9780355134612

Precursors of Teachers' Sense of Efficacy to Address the Literacy Learning of Diverse Students.
Stroder, Miriam Elizabeth.

Precursors of Teachers' Sense of Efficacy to Address the Literacy Learning of Diverse Students. - 1 online resource (368 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The purpose of this qualitative case study was to explore through the lens of culturally responsive instruction (CRI) the development of teachers' sense of efficacy, as defined by Bandura (1995), to address the literacy learning of diverse first, second, or third grade (i.e., primary grade level) students. In this process, I purposively selected the location and the participants because answering my research questions required that I conduct the investigation within learning settings where culturally and linguistically diverse students in the primary grade levels (i.e., first, second, or third grade) receive literacy instruction. My time in the field and my comprehensive focus on the participants and their teaching practices allowed me to gather rich descriptive data concerning the participants' perspectives, experiences, and teaching practices through multiple traditional case study data collection means. Four overarching themes emerged from within, between, and across case analysis as significant in the development of teachers' sense of efficacy to address the literacy learning of their pluralistic student populations in a culturally responsive manner. The themes include: (1) Perspectives shaping literacy instruction provision, (2) Understanding what constitutes CRI, (3) The impact of establishing a collaborative teaching community on the development of teachers' sense of efficacy, and (4) Foundations of culturally responsive teachers' sense of efficacy. I base my recommendations for the development of inservice teachers' sense of efficacy to address the literacy learning of their students using CRI and my recommendations for future research on my study findings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355134612Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

Precursors of Teachers' Sense of Efficacy to Address the Literacy Learning of Diverse Students.
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504 $a Includes bibliographical references
520 $a The purpose of this qualitative case study was to explore through the lens of culturally responsive instruction (CRI) the development of teachers' sense of efficacy, as defined by Bandura (1995), to address the literacy learning of diverse first, second, or third grade (i.e., primary grade level) students. In this process, I purposively selected the location and the participants because answering my research questions required that I conduct the investigation within learning settings where culturally and linguistically diverse students in the primary grade levels (i.e., first, second, or third grade) receive literacy instruction. My time in the field and my comprehensive focus on the participants and their teaching practices allowed me to gather rich descriptive data concerning the participants' perspectives, experiences, and teaching practices through multiple traditional case study data collection means. Four overarching themes emerged from within, between, and across case analysis as significant in the development of teachers' sense of efficacy to address the literacy learning of their pluralistic student populations in a culturally responsive manner. The themes include: (1) Perspectives shaping literacy instruction provision, (2) Understanding what constitutes CRI, (3) The impact of establishing a collaborative teaching community on the development of teachers' sense of efficacy, and (4) Foundations of culturally responsive teachers' sense of efficacy. I base my recommendations for the development of inservice teachers' sense of efficacy to address the literacy learning of their students using CRI and my recommendations for future research on my study findings.
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