Literaturnachweis - Detailanzeige
| Autor/in | Lawrence-Smith, Ebone M. |
|---|---|
| Titel | General Elementary Educators' Self-Efficacy to Teach Literacy in Departmentalized Classroom Settings: A Qualitative Case Study |
| Quelle | (2023), (138 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-1358-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Elementary School Teachers; Self Efficacy; Literacy; Teacher Attitudes; Literacy Education; Cooperation; Faculty Development; Departments; Class Organization |
| Abstract | A departmentalized classroom setting allows educators to focus their time on one content area, thus mastering their knowledge and craft in that subject area. However, many elementary school teachers are trained to be generalists who spend the entire year with one group of students, commonly referred to as self-contained classrooms. The problem addressed in this study is that through departmentalized instruction, many elementary educators are required to teach subject areas, such as literacy, in which they are neither specialized nor highly efficacious, resulting in less effective literacy instruction for students. The purpose of this case study is to explore nonspecialized (generalist) elementary educators' perceptions of how working in a departmentalized setting plays a role in shaping their self-efficacy in implementing literacy instruction. The theory guiding this study was Bandura's self-efficacy theory. This study was implemented using a qualitative instrumental case study design. Eleven educators without an English language arts content specialization certification participated in the study. Eleven one-on-one interviews were conducted, and seven of the 11 participants also attended a focus group. Interviews were conducted virtually, recorded, and transcribed verbatim. Data was coded and categorized using thematic analysis to answer the following research questions: how does a departmentalized setting play a role in the development of non-specialized elementary educators' self-efficacy beliefs for teaching literacy across content areas, and how do non-specialized elementary educators' self-efficacy beliefs for teaching literacy play a role in shaping their literacy implementation across content areas. The results from this study indicated a need to improve the quality of feedback and support administrators provided to educators, increase the quality of professional growth opportunities associated with teaching literacy across content areas, and establish a culture of collaboration. The findings in this study support the recommendation that administrators should provide effective feedback, administrators should support a culture of collaborative learning among educators, and quality professional development can enable teachers to expand their knowledge and practice. Future researchers should conduct their research with a different demographic, a larger sample size while strategically targeting a regional area similar to this study, or educators with a literacy background or different parameters for their experience level. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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