Literaturnachweis - Detailanzeige
| Autor/inn/en | Tschannen-Moran, Megan; Barr, Marilyn |
|---|---|
| Titel | Fostering student learning: the ralationship of collective teacher efficacy and student achievement. |
| Quelle | In: Leadership and policy in schools, 3 (2004) 3, S. 189-209Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| Schlagwörter | Empirische Untersuchung; Selbstbewusstsein; Selbsteinschätzung; Lehrer; Schüler; Selbstbewusstsein; Lehrerkollegium; USA; Lernerfolg; Selbsteinschätzung; Leistung; Unterrichtsstil; Lehrer; Lehrerkollegium; Schüler; Disziplin (Ordnung); Lernerfolg; Schülerleistung; Unterrichtsstil; Effektivität; Effektivität; Leistung; USA |
| Abstract | Collective teacher efficacy (CTE) refers to... the collective perception of teachers that they can influence how well students learn, even those who may be difficult or unmotivated; CTE stems from the perception of teachers in a school that the efforts of the faculty as a whole will have a positive influence on students. Significant positive relationships were found between CTE and student achievement on the grade 8 math, writing, and English tests. In addition, significant relationships were found between both the instruction and discipline subscales of CTE with all three tests of student achievement. When controlling for socioeconomic status, CTE made a significant independent contribution to the grade 8 writing scores; however, it did not indepentently explain math and English achievement. [The article provides a summary of characteristics of schools with high CTE]. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005/2 |
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