An Examination of Teacher Efficacy on Student Achievement in Regional Juvenile Detention and Youth Development Centers in Kentucky

Autor/in	Ferguson, Scott Tyrone
Titel	An Examination of Teacher Efficacy on Student Achievement in Regional Juvenile Detention and Youth Development Centers in Kentucky
Quelle	(2013), (129 Seiten) PDF als Volltext Verfügbarkeit D.E. Dissertation, Eastern Kentucky University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-1894-9
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; Academic Achievement; Self Efficacy; Juvenile Justice; Graduation; Educational Improvement; Institutionalized Persons; Correctional Institutions; At Risk Students; Secondary School Teachers; Teacher Attitudes; Correlation; Measures (Individuals); High School Students; Kentucky + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Self-efficacy; Selbstwirksamkeit; Jugendgerichtshilfe; Abschluss; Graduierung; Teaching improvement; Unterrichtsentwicklung; Jugendstrafvollzug; Lehrerverhalten; Korrelation; Messdaten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study is to examine the self-efficacy of teachers who work in the juvenile detention and youth development centers in Kentucky and how their level of self-efficacy influences their students' efforts to complete high school. This study is important because it provides information that contributes to the improvement of education for students incarcerated in juvenile detention and youth development centers in Kentucky. A quality education for these students ensures they will have the same opportunity for success that was afforded them in their regular school. Youth committed to the juvenile detention and youth development centers are considered at-risk of not graduating high school. Research has shown that incarcerated students do not receive the same quality of education as their peers who attend traditional high schools. A descriptive research method was employed in this study. The population for this research was high school teachers (N = 70) who are employed at regional juvenile detention and youth development centers in the state of Kentucky. These participants were asked to complete the "Teachers' Sense of Efficacy Scale" (Tschannen-Moran & Hoy, 2001). This instrument contains closed-ended items related to their expectations and beliefs about teacher efficacy. An analysis of their responses will help to determine their perceptions of teacher efficacy and its effect on the students' efforts to work toward high school graduation while incarcerated at the juvenile detention or youth development centers. [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