Analysis of Environmental and General Science Teaching Efficacy among Instructors with Contrasting Class Ethnicity Distributions: A Four-Dimensional Assessment

Autor/inn/en	Moseley, Christine; Taylor, Bryan
Titel	Analysis of Environmental and General Science Teaching Efficacy among Instructors with Contrasting Class Ethnicity Distributions: A Four-Dimensional Assessment
Quelle	In: School Science and Mathematics, 111 (2011) 5, S.199-208 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2011.00079.x
Schlagwörter	Learner Engagement; Classroom Techniques; Ethnicity; Teacher Effectiveness; Investigations; Self Efficacy; Science Teachers; Science Curriculum; Beliefs; Academic Achievement; Teaching Methods; Scores; Likert Scales; Science Education; Science Instruction; Case Studies; Teacher Attitudes; Longitudinal Studies; Evaluation; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Klassenführung; Ethnizität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Untersuchung; Self-efficacy; Selbstwirksamkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Evaluierung
Abstract	The context and nature of teacher efficacy beliefs provide a method upon which to explore science teachers' perceptions of their teaching effectiveness and student achievement as a function of ethnicity. Promotion of a more in-depth knowledge of science teaching efficacy requires cross-sectional and longitudinal investigations. In this study, a bi-disciplinary four-dimensional assessment is utilized to measure personal teacher efficacy, outcome expectancy, classroom management (CM), and student engagement (SE). Major findings from this study conclude that science teaching efficacy was markedly lower for science teachers with high minority class ethnicity distribution (CED) when compared with efficacy levels of teachers with high nonminority CED. Additionally, when examining efficacy dimensions separately, markedly lower mean efficacy dimension responses were consistent for teachers with high minority CED; however, only CM and SE were considered statistically different. Results were consistent for both the environmental and general science disciplines. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10