東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Parent-teacher relationship, instruc...

Wilkinson, Ann M.

Linked to FindBook

Google Book

Amazon

博客來

Parent-teacher relationship, instructor self-efficacy and their effects on student goal attainment in special education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Parent-teacher relationship, instructor self-efficacy and their effects on student goal attainment in special education./
Author:	Wilkinson, Ann M.
Description:	150 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576179
ISBN:	9781303553806

Parent-teacher relationship, instructor self-efficacy and their effects on student goal attainment in special education.
Wilkinson, Ann M.

Parent-teacher relationship, instructor self-efficacy and their effects on student goal attainment in special education. - 150 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--TUI University, 2013.

For the past 35 years, researchers examining the factors that contribute to student achievement have identified teacher self-efficacy (a teacher's belief that they have the ability to influence student achievement) as one contributing characteristic. Bandura's theory of selfefficacy has been applied to a wealth of research looking at the early development of teachers or teachers in their first years of teaching. Dawson looked at self-efficacy as it related to new teachers of special education and the factors related to their initial training which affected their efficacy. While this research is useful, it does not look at special education student achievement, or in this study, student goal attainment.

ISBN: 9781303553806Subjects--Topical Terms:

783747
Education, Teacher Training.

Parent-teacher relationship, instructor self-efficacy and their effects on student goal attainment in special education.
LDR:03156nmm a2200313 4500 001 2055025
005 20140730075635.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303553806
035 $a (MiAaPQ)AAI3576179
035 $a AAI3576179
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wilkinson, Ann M. $3 3168630
245 1 0 $a Parent-teacher relationship, instructor self-efficacy and their effects on student goal attainment in special education.
300 $a 150 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Wenling Li.
502 $a Thesis (Ph.D.)--TUI University, 2013.
520 $a For the past 35 years, researchers examining the factors that contribute to student achievement have identified teacher self-efficacy (a teacher's belief that they have the ability to influence student achievement) as one contributing characteristic. Bandura's theory of selfefficacy has been applied to a wealth of research looking at the early development of teachers or teachers in their first years of teaching. Dawson looked at self-efficacy as it related to new teachers of special education and the factors related to their initial training which affected their efficacy. While this research is useful, it does not look at special education student achievement, or in this study, student goal attainment.
520 $a This study fills the void by addressing both teacher self-efficacy and parent--teacher relationship as they affect each other and also as contributors to student goal attainment. Based on research that suggests positive parent-teacher communication has a positive effect on teacher self-efficacy, and high self-efficacy is related to higher student achievement, the study defines specific correlations related to these variables that could be considered causal relationships. The target population is 125 teachers, each choosing two of approximately 1000 students in self-contained classrooms in Oregon.
520 $a The survey instrument combines items from two surveys to study teacher perceptions of the parent-teacher relationship and their own self-efficacy with two of their students, one in which they enjoyed the parent-teacher relationship and one in which they did not enjoy the parent-teacher relationship. Using multiple hierarchical regressions, this non-experimental correlational study tested the model to see if individual factors were predictive of student number of goals attempted and total goals attained. Results of this study found parent-teacher relationships had the greatest influence on student goal attainment. In addition, student ethnicity, years a student was in the same teacher's class, and teacher access to peer support were also predictive factors influencing student goal attainment. Limitations, implications and recommendations for further research are discussed.
590 $a School code: 0622.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Special. $3 606639
650 4 $a Education, General. $3 1019158
690 $a 0529
690 $a 0515
690 $a 0530
710 2 $a TUI University. $b Educational Leadership. $3 3168631
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0622
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576179