國立虎尾科技大學 |

Preparing for Blended Learning : = Examining Self-efficacy of Secondary Teachers.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Preparing for Blended Learning :/
其他題名:	Examining Self-efficacy of Secondary Teachers.
作者:	Reynolds, Catherine Brouke.
面頁冊數:	1 online resource (109 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355984026

Preparing for Blended Learning : = Examining Self-efficacy of Secondary Teachers.
Reynolds, Catherine Brouke.

Preparing for Blended Learning :Examining Self-efficacy of Secondary Teachers. - 1 online resource (109 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--The University of Memphis, 2018.

Includes bibliographical references

The purpose of this cross-sectional survey study was to determine the level of teacher self-efficacy to teach in a blended learning environment after receiving blended learning professional development (PD). The study used secondary analysis of existing data and interviews to answer the following research questions: 1. What is the level of self-efficacy to teach in a blended learning environment for secondary teachers after receiving blended learning PD? 2. What component of the blended learning PD contributed the most to teacher's level of self-efficacy? 3. How can the blended learning PD be improved to assist the teachers in improving their level of self-efficacy?

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

Mode of access: World Wide Web

ISBN: 9780355984026Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Preparing for Blended Learning : = Examining Self-efficacy of Secondary Teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Clif Mims.
502 $a Thesis (Ed.D.)--The University of Memphis, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this cross-sectional survey study was to determine the level of teacher self-efficacy to teach in a blended learning environment after receiving blended learning professional development (PD). The study used secondary analysis of existing data and interviews to answer the following research questions: 1. What is the level of self-efficacy to teach in a blended learning environment for secondary teachers after receiving blended learning PD? 2. What component of the blended learning PD contributed the most to teacher's level of self-efficacy? 3. How can the blended learning PD be improved to assist the teachers in improving their level of self-efficacy?
520 $a The study used two instruments: 1) Teachers' Sense of Efficacy Scale (TSES) comprised of 24 Likert-style items designed to assess three self-efficacy factors: student engagement, instructional strategies, and classroom management, and 4 opened-ended items to assess quality of the PD, and 2) a semi-structured interview protocol to answer questions 2 and 3. Existing data were derived from TSES surveys completed by 19 secondary teachers who participated in the blended learning PD. Interview data were collected from 5 of the 19 who were randomly selected for interviews. Findings revealed teachers reported more confidence in areas that they can control, which were instructional strategies and classroom management, and less confidence in student engagement, which although teachers may be able to influence, the students themselves are the determining factor rather than the teacher. Results of open-ended questions and interviews suggest the most beneficial PD components were learning how to teach with the blended learning software and how to differentiate instructional strategies, whereas participants also revealed that more face-to-face time might be beneficial to raise teacher self-efficacy to teach in a blended environment. This study has implications not only for the school district involved in the study, but also for other schools wishing to implement a more personalized approach to instructional strategies through a blended learning curriculum. Future research could involve a larger and more diverse group of participants and showcase secondary schools implementing a successful blended learning program.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Memphis. $b Instruction & Curriculum Leadership. $3 1188154
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