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Meeting Unique Student Needs : = Dual-Identified Students and Teacher Self-Efficacy.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Meeting Unique Student Needs :/
其他題名:	Dual-Identified Students and Teacher Self-Efficacy.
作者:	Dornayi, Hassan Mohsen.
面頁冊數:	1 online resource (100 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355222326

Meeting Unique Student Needs : = Dual-Identified Students and Teacher Self-Efficacy.
Dornayi, Hassan Mohsen.

Meeting Unique Student Needs :Dual-Identified Students and Teacher Self-Efficacy. - 1 online resource (100 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--California State University, Los Angeles, 2017.

Includes bibliographical references

This study explored the connection between how confident teachers feel about their skills in teaching dual-identified students and the types and amounts of training they have received. Additionally, this study attempted to find out what the needs of teachers were in order to help them feel more confident in their abilities to teach these students. This was done through a mixed-methods study. A total of more than 50 teachers from 3 schools with high numbers of English learner students were selected for the initial survey. Subsequently 4 teachers were selected for the follow-up in-person interviews. The initial survey found that most teachers felt high levels of efficacy but reported very little training with meeting the needs of these students. Additionally, the interviews found that teachers wanted additional support in a number of areas in which they had not received training. The results of the study showed a disconnect between teachers' feelings of efficacy in teaching and the training they received. Recommendations for future practice were made.

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

Mode of access: World Wide Web

ISBN: 9780355222326Subjects--Topical Terms:

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

554714
Electronic books.

Meeting Unique Student Needs : = Dual-Identified Students and Teacher Self-Efficacy.
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504 $a Includes bibliographical references
520 $a This study explored the connection between how confident teachers feel about their skills in teaching dual-identified students and the types and amounts of training they have received. Additionally, this study attempted to find out what the needs of teachers were in order to help them feel more confident in their abilities to teach these students. This was done through a mixed-methods study. A total of more than 50 teachers from 3 schools with high numbers of English learner students were selected for the initial survey. Subsequently 4 teachers were selected for the follow-up in-person interviews. The initial survey found that most teachers felt high levels of efficacy but reported very little training with meeting the needs of these students. Additionally, the interviews found that teachers wanted additional support in a number of areas in which they had not received training. The results of the study showed a disconnect between teachers' feelings of efficacy in teaching and the training they received. Recommendations for future practice were made.
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