Evaluating the Impact of the FOCUS Model on the Efficacy Levels of Teachers: A Field Based Study.

Autor/inn/en	Fraas, John W.; Russell, Gary; Newman, Isadore
Titel	Evaluating the Impact of the FOCUS Model on the Efficacy Levels of Teachers: A Field Based Study.
Quelle	(1997), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Elementary School Teachers; Elementary Secondary Education; Graduate Study; Higher Education; Models; Preservice Teacher Education; Secondary School Teachers; Self Efficacy; Teacher Attitudes; Teacher Effectiveness; Teaching Methods; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teacher efficacy has been identified as a variable that can influence teacher effectiveness. The results of methods designed to change teacher efficacy, however, have been mixed. The purpose of this study was to evaluate the possible impact on teacher efficacy of the FOCUS (1992) instructional method, which is designed to create an environment in teacher-education classes that is receiver-oriented, using activities and strategies designed to match students' learning styles. Participants were 68 K-12 teachers enrolled in summer graduate education classes; half were in classes that used lecture and discussion and half were in FOCUS classes. Participants completed the Teacher Efficacy Scale at the beginning and end of the term, rating 16 statements about personal and teaching efficacy. Interaction effects between the method of instruction and participants' two pretreatment efficacy levels were analyzed. Multiple regression analysis indicated that most participants had pretreatment efficacy scores at points on the regression lines where their posttreatment efficacy scores were higher when exposed to the FOCUS model. The rest of the participants had pretreatment efficacy scores that corresponded to points on the regression lines where the posttreatment scores of the participants in the two methods were not statistically different. Teachers who appear to have benefitted from exposure to FOCUS were those with initial personal efficacy levels that were average and below average and initial teaching efficacy levels that were average or above average. Two figures and three tables are attached. (Contains 40 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC