High and Low Implementers of Content Literacy Instruction: Portraits of Teacher Efficacy

Autor/inn/en	Cantrell, Susan Chambers; Callaway, Patricia
Titel	High and Low Implementers of Content Literacy Instruction: Portraits of Teacher Efficacy
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 7, S.1739-1750 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.02.020
Schlagwörter	Teacher Effectiveness; Literacy; Teacher Attitudes; Professional Development; Program Implementation; Middle School Teachers; Curriculum Development; Persistence; Problems + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausdauer; Problemsituation
Abstract	This study used a teacher efficacy framework to describe the perceptions of high and low implementers of content literacy instruction in the context of a year-long professional development program. Interviews from middle and high school content teachers illustrated efficacy differences between teachers who demonstrated high and low levels of content literacy implementation. High implementers exhibited higher levels of general, personal, and collective efficacy, whereas low implementers exhibited lower levels of efficacy for literacy teaching. Although both high and low implementers perceived content literacy positively, high implementers were characterized by persistence in overcoming barriers associated with content literacy implementation. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10