Literaturnachweis - Detailanzeige
| Autor/inn/en | Malo-Juvera, Victor; Correll, Pam; Cantrell, Susan Chambers |
|---|---|
| Titel | A Mixed-Methods Investigation of Teachers' Self-Efficacy for Culturally Responsive Instruction |
| Quelle | (2016), (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Self Efficacy; Culturally Relevant Education; Teaching Methods; Elementary School Teachers; Elementary Education; Inservice Teacher Education; Females; Factor Analysis; Q Methodology |
| Abstract | This mixed methods study investigated in-service elementary teachers' self-efficacy for culturally responsive instruction (CRI). Participants were 26 teachers at four Mid-Western elementary schools who completed the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE; Siwatu, 2007) and semi-structured interviews. The CRTSE was analyzed using Q factor analysis (Cattell, 1978). Consensus statements revealed participants generally felt confident about their ability to teach and work with individual students; however, the three typologies of teachers revealed through Q factor analysis were differentiated by lower self-efficacy for different components of CRI: Low self-efficacy with ELLs, Low self-efficacy for assessments and making cultural connections, and Low self-efficacy for instructing culturally diverse students. Qualitative analysis of semi-structured interviews supported the typologies derived through Q factor analysis. (ERIC). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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