Elementary, General-Education Teachers' Reports of Self-Efficacy in Using Evidenced-Based Instructional Strategies to Differentiate Instruction for Students with Disabilities

Autor/in	Stevens, Kimberly Y.
Titel	Elementary, General-Education Teachers' Reports of Self-Efficacy in Using Evidenced-Based Instructional Strategies to Differentiate Instruction for Students with Disabilities
Quelle	(2012), (196 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Hartford
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-9409-2
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; General Education; Teacher Effectiveness; Self Efficacy; Individualized Instruction; Disabilities; Inclusion; Best Practices; Teacher Surveys; Data Analysis; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Individualisierender Unterricht; Handicap; Behinderung; Inklusion; Auswertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this exploratory study was to describe elementary, general-education teachers' reports of self-efficacy (Bandura, 1997) in using Marzano et al.'s (2010) evidenced-based instructional strategies to differentiate instruction for students with disabilities. The two frameworks that guided this investigation were Bandura's (1997) theory of self-efficacy model and Marzano et al's (2010) evidenced-based instructional strategies. One data source served this study. Specifically the Differentiating Instruction Scale ([DIS]; Stevens, 2011), a researcher developed survey was used to gather information from teachers about their confidence in using Marzano et al.'s evidenced-based instructional strategies to differentiate instruction for students with disabilities in their classrooms. Forty-six elementary, general-education teachers from a large county school district in a southwestern state completed the DIS (Stevens, 2011), an Internet-based survey. The DIS was designed to measure teachers' levels of confidence in using Marzano et al's (2010) evidenced-based instructional strategies to differentiate instruction for students with disabilities in their classrooms. Data analyses revealed that elementary, general-education teachers in this study reported feeling confident in using Routine Strategies and Content Strategies, as described in the DIS (Stevens, 2011). Notably, elementary, general-education teachers reported feeling very confident in using On-the-Spot Strategies, as described in the DIS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10