東華大學圖書館 |

Measuring Social Studies Teacher Self-Efficacy : = Development of a Valid, Reliable, and Fair Social Studies Self-Efficacy Scale.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Measuring Social Studies Teacher Self-Efficacy :/
其他題名:	Development of a Valid, Reliable, and Fair Social Studies Self-Efficacy Scale.
作者:	Calkins, Leona.
面頁冊數:	1 online resource (169 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167753click for full text (PQDT)
ISBN:	9798845457691

Measuring Social Studies Teacher Self-Efficacy : = Development of a Valid, Reliable, and Fair Social Studies Self-Efficacy Scale.
Calkins, Leona.

Measuring Social Studies Teacher Self-Efficacy :Development of a Valid, Reliable, and Fair Social Studies Self-Efficacy Scale. - 1 online resource (169 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--University of Nevada, Las Vegas, 2022.

Includes bibliographical references

Social studies education provides unique opportunities for students to learn about the democratic process and, more importantly, how to engage in civic life to become active citizens. It is through meaningful social studies education that students are deliberately helped to understand the world, and are provided space to discuss, deliberate, and inquire about problems in the world, both past and present, and then learn how they can work to solve these problems (NCSS, 2013a; Parker, 2008). Considering the role of social studies education in helping develop active citizens, there has been a call for social studies teachers to provide instruction that helps students build a deep understanding of our democracy and learn how to be become active, responsible citizens (Journell, 2011; Kim, 2021; NCSS, 2013a). The College, Career, and Civic Life (C3) Framework, rooted in inquiry-based instruction, provides guidance to strengthen social studies education to better prepare students for college, career, and an engaging civic life (NCSS, 2013a). Despite many states, along with Washington D.C., adopting or incorporating aspects of the C3 Framework within their state standards (Hansen et al., 2018) research has shown that social studies teachers continue to use traditional, teacher-centered teaching strategies (Barton & Levstik, 2015; Lee, 2013; Thacker et al., 2017; Wiens et al., 2020). One such area that can lend itself well to understanding why teachers continue using more didactic approaches to social studies education is that of teacher self-efficacy, which has been associated with numerous positive outcomes for both students and teachers (Egyed & Short, 2006; Holzberger et al., 2014; Guo et al., 2012; Klassen & Chiu, 2011;Tschannen-Moran & Hoy, 2001). Studying social studies teacher self-efficacy can provide insight into the gap between understanding what strategies can bring about desired outcomes in a classroom and the belief that one is capable of performing such tasks (Bandura, 1977) providing a clearer path to rectify this and ensure all students receive a meaningful social studies education that prepares them for civic life. Through the use of confirmatory factor analysis (CFA), this study developed a valid, reliable, and fair social studies teacher self-efficacy scale. The final version of the Social Studies Teacher Self-Efficacy Scale (SSTES) is a 20-item, five factor scale that load onto a general social studies efficacy factor. Participants for this study (n = 205) were secondary social studies teachers from a large, mostly urban school district in the southwestern United States. In addition, to developing the SSTES, this study also sought to analyze the domain-specific self-efficacy of social studies teachers and understand the relationships between certain teacher and school level factors and that of social studies self-efficacy. Teachers reported the highest levels of self-efficacy in history instruction and the lowest levels of self-efficacy in economics instruction. Furthermore, self-efficacy of general pedagogy had the largest relationships with all dimensions of social studies self-efficacy further supporting the need of general pedagogy in additional to content knowledge pedagogy.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845457691Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

C3 frameworkIndex Terms--Genre/Form:

542853
Electronic books.

Measuring Social Studies Teacher Self-Efficacy : = Development of a Valid, Reliable, and Fair Social Studies Self-Efficacy Scale.
LDR:04651nmm a2200373K 4500 001 2355635
005 20230523083108.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798845457691
035 $a (MiAaPQ)AAI29167753
035 $a AAI29167753
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Calkins, Leona. $3 3696072
245 1 0 $a Measuring Social Studies Teacher Self-Efficacy : $b Development of a Valid, Reliable, and Fair Social Studies Self-Efficacy Scale.
264 0 $c 2022
300 $a 1 online resource (169 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Wiens, Peter.
502 $a Thesis (Ph.D.)--University of Nevada, Las Vegas, 2022.
504 $a Includes bibliographical references
520 $a Social studies education provides unique opportunities for students to learn about the democratic process and, more importantly, how to engage in civic life to become active citizens. It is through meaningful social studies education that students are deliberately helped to understand the world, and are provided space to discuss, deliberate, and inquire about problems in the world, both past and present, and then learn how they can work to solve these problems (NCSS, 2013a; Parker, 2008). Considering the role of social studies education in helping develop active citizens, there has been a call for social studies teachers to provide instruction that helps students build a deep understanding of our democracy and learn how to be become active, responsible citizens (Journell, 2011; Kim, 2021; NCSS, 2013a). The College, Career, and Civic Life (C3) Framework, rooted in inquiry-based instruction, provides guidance to strengthen social studies education to better prepare students for college, career, and an engaging civic life (NCSS, 2013a). Despite many states, along with Washington D.C., adopting or incorporating aspects of the C3 Framework within their state standards (Hansen et al., 2018) research has shown that social studies teachers continue to use traditional, teacher-centered teaching strategies (Barton & Levstik, 2015; Lee, 2013; Thacker et al., 2017; Wiens et al., 2020). One such area that can lend itself well to understanding why teachers continue using more didactic approaches to social studies education is that of teacher self-efficacy, which has been associated with numerous positive outcomes for both students and teachers (Egyed & Short, 2006; Holzberger et al., 2014; Guo et al., 2012; Klassen & Chiu, 2011;Tschannen-Moran & Hoy, 2001). Studying social studies teacher self-efficacy can provide insight into the gap between understanding what strategies can bring about desired outcomes in a classroom and the belief that one is capable of performing such tasks (Bandura, 1977) providing a clearer path to rectify this and ensure all students receive a meaningful social studies education that prepares them for civic life. Through the use of confirmatory factor analysis (CFA), this study developed a valid, reliable, and fair social studies teacher self-efficacy scale. The final version of the Social Studies Teacher Self-Efficacy Scale (SSTES) is a 20-item, five factor scale that load onto a general social studies efficacy factor. Participants for this study (n = 205) were secondary social studies teachers from a large, mostly urban school district in the southwestern United States. In addition, to developing the SSTES, this study also sought to analyze the domain-specific self-efficacy of social studies teachers and understand the relationships between certain teacher and school level factors and that of social studies self-efficacy. Teachers reported the highest levels of self-efficacy in history instruction and the lowest levels of self-efficacy in economics instruction. Furthermore, self-efficacy of general pedagogy had the largest relationships with all dimensions of social studies self-efficacy further supporting the need of general pedagogy in additional to content knowledge pedagogy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 3172312
650 4 $a Social sciences education. $3 2144735
650 4 $a Social studies education. $3 3422293
653 $a C3 framework
653 $a Confirmatory factor analysis
653 $a Social studies instruction
653 $a Teacher self-efficacy
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0530
690 $a 0534
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Nevada, Las Vegas. $b Teaching and Learning. $3 3694057
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167753 $z click for full text (PQDT)