Common Core State Standards' Influences on Teacher Self-Efficacy and Instructional Practices for Students with Learning Disabilities

Autor/in	O'Neal, Tina S.
Titel	Common Core State Standards' Influences on Teacher Self-Efficacy and Instructional Practices for Students with Learning Disabilities
Quelle	(2018), (101 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Wayne State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-2715-6
Schlagwörter	Hochschulschrift; Dissertation; Common Core State Standards; Self Efficacy; Educational Practices; Learning Disabilities; African American Teachers; Teacher Surveys; Learner Engagement; Educational Strategies; Classroom Techniques; Statistical Analysis; Influences; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Common core curriculum; Curriculum; Kerncurriculum; Self-efficacy; Selbstwirksamkeit; Bildungspraxis; Learning handicap; Lernbehinderung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Klassenführung; Statistische Analyse; Influence; Einfluss; Einflussfaktor
Abstract	This study uses survey data to assess the influences of Common Core State Standards on teacher self-efficacy. Participants in this study included African-American teachers (who taught at least one special education student) from an online network that hosts approximately 153,000 members from across the United States. A convenience sample of 156 teachers participated in the survey, and 124 participants met criteria. The survey included the Teacher Self-Efficacy Scale Survey. The survey was comprised of three subscales, which included Efficacy in Student Engagement, Efficacy in Instructional Strategy Practices, and Efficacy in Classroom Management. Demographic information was also collected. A One-Way ANOVA Model was used to determine the effect of key variables, including years of teaching experience, grade level taught, and Common Core Professional Development, had on the primary outcome variable Teacher Self-efficacy. Classroom Management and the Common Core Professional Development subscale significantly and negatively predicted Teacher Self-Efficacy, while other variables, such as Student Engagement and Instructional Practices, did not. The findings of this study suggest that teachers may need additional professional development support in Classroom Management strategies as they are implementing Common Core. [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	2020/1/01