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Teacher expectancy, teacher efficacy...

Boston University.

Teacher expectancy, teacher efficacy, and curriculum choice as factors in middle school achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Teacher expectancy, teacher efficacy, and curriculum choice as factors in middle school achievement.
作者:	Novak, Katie Rochelle.
面頁冊數:	187 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1542.
Contained By:	Dissertation Abstracts International70-05A.
標題:	Education, Language and Literature.
標題:	Education, Curriculum and Instruction.
ISBN:	9781109152326
摘要、提要註:	In Massachusetts, there is a significant achievement gap in middle school reading test scores between students who are poor, as evidenced by their eligibility for free or reduced lunch, and their more well-off peers. Although some people argue that the gap is mostly influenced by social class characteristics, a large body of research contends that some teachers make greater gains than others with student achievement because they have high expectations for their students and themselves and embody principles of effective teaching.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3357767

Teacher expectancy, teacher efficacy, and curriculum choice as factors in middle school achievement.
Novak, Katie Rochelle.

Teacher expectancy, teacher efficacy, and curriculum choice as factors in middle school achievement. - 187 p.

Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1542.

Thesis (Ed.D.)--Boston University, 2009.

In Massachusetts, there is a significant achievement gap in middle school reading test scores between students who are poor, as evidenced by their eligibility for free or reduced lunch, and their more well-off peers. Although some people argue that the gap is mostly influenced by social class characteristics, a large body of research contends that some teachers make greater gains than others with student achievement because they have high expectations for their students and themselves and embody principles of effective teaching.

ISBN: 9781109152326Subjects--Topical Terms:

423004
Education, Language and Literature.

Teacher expectancy, teacher efficacy, and curriculum choice as factors in middle school achievement.
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100 1 $a Novak, Katie Rochelle. $3 423007
245 1 0 $a Teacher expectancy, teacher efficacy, and curriculum choice as factors in middle school achievement.
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1542.
500 $a Adviser: Philip M. Tate.
502 $a Thesis (Ed.D.)--Boston University, 2009.
520 $a In Massachusetts, there is a significant achievement gap in middle school reading test scores between students who are poor, as evidenced by their eligibility for free or reduced lunch, and their more well-off peers. Although some people argue that the gap is mostly influenced by social class characteristics, a large body of research contends that some teachers make greater gains than others with student achievement because they have high expectations for their students and themselves and embody principles of effective teaching.
520 $a The purpose of this study was to examine three teacher characteristics that have been shown to affect student achievement---teacher expectancy, teacher efficacy, and teacher curriculum choice---and to determine whether these contributions could override the contribution made by student socioeconomic status (SES) to explain variance in student achievement on the English/language arts (ELA) Massachusetts Comprehensive Assessment System (MCAS) exam. The ELA MCAS is Massachusetts' standardized reading comprehension test.
520 $a This mixed methods study examined teacher demographic variables, such as experience, level of education, and level and field of licensure; teacher expectancy and efficacy variables; and curriculum variables. These variables were correlated to student achievement on the ELA MCAS. Teachers in the study were from nine school districts that represented high, medium, and low achievement considering student SES, with high, medium, and low poverty rates.
520 $a Following a quantitative analysis of teacher surveys, which provided demographic information, and measurements of teacher expectancy, teacher efficacy, and curriculum choice, qualitative data were collected through teacher observations and informal interviews. The data from teacher observations were used to provide context for and to deepen understanding of the quantitative findings and offer insights about the communication of expectations, interactions with students, and the instructional methods of teachers.
520 $a The results of the study suggested that a number of teacher contributions, such as teacher level of education and curriculum choice, were strong predictors of MCAS success. Measures of teacher expectancy and teacher efficacy were not found to be related to student achievement on the MCAS, contrary to findings of prior research. No teacher characteristic made as strong a contribution as student SES. Regardless, the study confirmed that some teachers did make greater gains than others, regardless of the SES of students. These findings have implications for current theory and teacher practice.
590 $a School code: 0017.
650 4 $a Education, Language and Literature. $3 423004
650 4 $a Education, Curriculum and Instruction. $3 423008
690 $a 0279
690 $a 0727
710 2 $a Boston University. $3 422950
773 0 $t Dissertation Abstracts International $g 70-05A.
790 1 0 $a Tate, Philip M., $e advisor
790 $a 0017
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3357767

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