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A Causal-Comparative Study of the Effect of Teacher Self-Efficacy on the Assessment of Young Children in the Early Childhood Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Causal-Comparative Study of the Effect of Teacher Self-Efficacy on the Assessment of Young Children in the Early Childhood Classroom./
Author:	Zimmerman, Vanessa B.
Description:	1 online resource (137 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438159846

A Causal-Comparative Study of the Effect of Teacher Self-Efficacy on the Assessment of Young Children in the Early Childhood Classroom.
Zimmerman, Vanessa B.

A Causal-Comparative Study of the Effect of Teacher Self-Efficacy on the Assessment of Young Children in the Early Childhood Classroom. - 1 online resource (137 pages)

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

Thesis (Ed.D.)--Northcentral University, 2018.

Includes bibliographical references

Early childhood Education programs are found to increase the success of students in the US, which has increased the value and attendance at this level. Teachers must assess students, even at this level, to improve upon curriculum, prepare lessons, and identify student needs. Assessments used at this level are often non-formal, and teachers must implement the assessments in a way that can identify student strengths and weaknesses. Implementation of assessments requires teachers to have knowledge, education, training, and competencies. However, teachers may also need to have higher self-efficacy to implement these assessments successfully. Research indicates that teachers have different levels of success with curricula, assessments, and discipline in the classroom based on self-efficacy. This study will evaluate the effects of self-efficacy in regard to the use of assessments by early childhood teachers, to identify if self-efficacy is related to the confidence that teachers have in implementing these assessment methods. The method chosen for this study is quantitative and will use two instruments submitted to teachers in a number of districts, intending to gather data from at least 150 participants. A causal comparison study was selected due to the ability to identify if a relationship exists between variables, self-efficacy, and use of assessments. Results gained from the study will be assessed through statistical software to determine if a causal relationship exists between the results of the self-efficacy instrument and the use of assessments instrument. While assessments are utilized at all grade levels, this study will only be used to evaluate responses from early childhood education teachers.

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

Mode of access: World Wide Web

ISBN: 9780438159846Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

A Causal-Comparative Study of the Effect of Teacher Self-Efficacy on the Assessment of Young Children in the Early Childhood Classroom.
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504 $a Includes bibliographical references
520 $a Early childhood Education programs are found to increase the success of students in the US, which has increased the value and attendance at this level. Teachers must assess students, even at this level, to improve upon curriculum, prepare lessons, and identify student needs. Assessments used at this level are often non-formal, and teachers must implement the assessments in a way that can identify student strengths and weaknesses. Implementation of assessments requires teachers to have knowledge, education, training, and competencies. However, teachers may also need to have higher self-efficacy to implement these assessments successfully. Research indicates that teachers have different levels of success with curricula, assessments, and discipline in the classroom based on self-efficacy. This study will evaluate the effects of self-efficacy in regard to the use of assessments by early childhood teachers, to identify if self-efficacy is related to the confidence that teachers have in implementing these assessment methods. The method chosen for this study is quantitative and will use two instruments submitted to teachers in a number of districts, intending to gather data from at least 150 participants. A causal comparison study was selected due to the ability to identify if a relationship exists between variables, self-efficacy, and use of assessments. Results gained from the study will be assessed through statistical software to determine if a causal relationship exists between the results of the self-efficacy instrument and the use of assessments instrument. While assessments are utilized at all grade levels, this study will only be used to evaluate responses from early childhood education teachers.
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