國立虎尾科技大學 |

Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement./
作者:	Stiffler, Kim.
面頁冊數:	1 online resource (450 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780438122512

Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement.
Stiffler, Kim.

Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement. - 1 online resource (450 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--University of La Verne, 2018.

Includes bibliographical references

Purpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.

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

Mode of access: World Wide Web

ISBN: 9780438122512Subjects--Topical Terms:

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

554714
Electronic books.

Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement.
LDR:03792ntm a2200397Ki 4500 001 919758
005 20181129120548.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438122512
035 $a (MiAaPQ)AAI10791844
035 $a (MiAaPQ)laverne:10201
035 $a AAI10791844
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Stiffler, Kim. $3 1194397
245 1 0 $a Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement.
264 0 $c 2018
300 $a 1 online resource (450 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: M.D. Haque.
502 $a Thesis (Ed.D.)--University of La Verne, 2018.
504 $a Includes bibliographical references
520 $a Purpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.
520 $a Methodology. A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California.
520 $a Findings. A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture.
520 $a Conclusions. Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders' maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas.
520 $a Recommendations. Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.
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
650 4 $a Education. $3 555912
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0515
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of La Verne. $b LaFetra College of Education. $3 1181669
773 0 $t Dissertation Abstracts International $g 79-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10791844 $z click for full text (PQDT)