Affective Teaching for Data Driven Learning: How Can Strengths-Based Training Support Urban Teacher Efficacy?

Autor/in	Marcos, Teri
Titel	Affective Teaching for Data Driven Learning: How Can Strengths-Based Training Support Urban Teacher Efficacy?
Quelle	In: Journal of Urban Learning, Teaching, and Research, 4 (2008), S.57-72 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Urban Schools; Urban Teaching; Teacher Attitudes; Self Evaluation (Individuals); Teaching Methods; Self Efficacy; Teacher Effectiveness; Individual Power; Teacher Education Programs; Program Effectiveness + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Eigeninitiative
Abstract	The purpose of this study was to examine urban teachers' identified strengths in varied cognitive, affective, and psychological capacities, and their impact on self-efficacy and teacher practices. Clifton and Anderson in the Gallup Organization's Strengths Quest (2004) presented compelling evidence suggesting a mind-set of "what's right with me" and further "what's right with others" can build excellence in future achievements, relationships, and other life experiences. This study compared the findings of Clifton and Anderson's research to that of P-12 inner city teachers' perceptions about the impact their top 5 identified strengths had on improving the quality of education within their classrooms, using a mixed methods approach. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10