語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The relationship between cultural co...
~
JohnBull, Ranjini Mahinda.
FindBook
Google Book
Amazon
博客來
The relationship between cultural competence and teacher efficacy.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The relationship between cultural competence and teacher efficacy./
作者:
JohnBull, Ranjini Mahinda.
面頁冊數:
223 p.
附註:
Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
Contained By:
Dissertation Abstracts International74-01A(E).
標題:
Education, Teacher Training. -
電子資源:
http://www2.lib.ndhu.edu.tw/pdf_buy/3528776.pdf限東華大學校園網域內使用
ISBN:
9781267627513
The relationship between cultural competence and teacher efficacy.
JohnBull, Ranjini Mahinda.
The relationship between cultural competence and teacher efficacy.
- 223 p.
Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
Thesis (Ph.D.)--University of Virginia, 2012.
This study sought to determine the nature of the relationship between cultural competence and teacher efficacy. According to 30 years of NAEP data, stagnant achievement among minority students persists; among factors related to student achievement, teacher efficacy represents the school-related variable that is most closely correlated and predictive of student outcomes. Contextual factors influence teacher efficacy, and beliefs about student characteristics are particularly salient. Multicultural education research suggests that teachers' beliefs about individuals' characteristics, also known as teachers' cultural competence, impact student outcomes. Since teacher efficacy is related to beliefs about student characteristics, and those beliefs are encompassed in one's cultural competence, understanding the relationship between cultural competence and teacher efficacy may elucidate the hypothesized relationship between cultural competence and student outcomes through teacher efficacy constructs, which serve as mediating variables. Prior to this study, no empirical findings have substantiated this hypothesized relationship.
ISBN: 9781267627513Subjects--Topical Terms:
783747
Education, Teacher Training.
The relationship between cultural competence and teacher efficacy.
LDR
:04539nmm 2200337 4500
001
1920548
005
20140514075444.5
008
140527s2012 ||||||||||||||||| ||eng d
020
$a
9781267627513
035
$a
7E-DB-103-N-01
035
$a
(MiAaPQ)AAI3528776
035
$a
AAI3528776
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
JohnBull, Ranjini Mahinda.
$3
2036356
245
1 4
$a
The relationship between cultural competence and teacher efficacy.
300
$a
223 p.
500
$a
Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
500
$a
Advisers: Pamela D. Tucker; James P. Esposito, Jr.
502
$a
Thesis (Ph.D.)--University of Virginia, 2012.
520
#
$a
This study sought to determine the nature of the relationship between cultural competence and teacher efficacy. According to 30 years of NAEP data, stagnant achievement among minority students persists; among factors related to student achievement, teacher efficacy represents the school-related variable that is most closely correlated and predictive of student outcomes. Contextual factors influence teacher efficacy, and beliefs about student characteristics are particularly salient. Multicultural education research suggests that teachers' beliefs about individuals' characteristics, also known as teachers' cultural competence, impact student outcomes. Since teacher efficacy is related to beliefs about student characteristics, and those beliefs are encompassed in one's cultural competence, understanding the relationship between cultural competence and teacher efficacy may elucidate the hypothesized relationship between cultural competence and student outcomes through teacher efficacy constructs, which serve as mediating variables. Prior to this study, no empirical findings have substantiated this hypothesized relationship.
520
#
$a
Survey research methods were employed in order to answer the research questions. The participants were comprised of a random sample of Virginia teachers who had publicly-listed email addresses. The total sample included 600 volunteer participants who completed an online survey that included three parts: a demographics section, a modified Teacher Efficacy Survey (Gibson & Dembo, 1984), and a modified Self-Identity Inventory (Sevig, Highlen, & Adams, 2000). Dependent variables included the two teaching efficacy constructs (General Teaching Efficacy and Personal Teaching Efficacy), and the independent variables included cultural competence total scores and the five cultural competence construct scores (Individuation, Dissonance, Immersion, Internalization, and Integration). Control variables included gender, grade level, teaching experience, class size, classroom diversity, and diversity professional development.
520
#
$a
Hierarchical multiple regression analyses were conducted in this descriptive and correlational study to determine the extent to which cultural competence and cultural competence constructs accounted for variance in teaching efficacy constructs over and above control variables. The results indicated that cultural competence total scores accounted for 2.4% of the variance in general teaching efficacy over the control variables. Cultural competence constructs accounted for 4.5% of the variance in general teaching efficacy. Individuation, the lowest cultural competence stage, accounted for 3.5% of the variance in general teaching efficacy.
520
#
$a
Findings also revealed that cultural competence total scores accounted for 2.1% of the variance in personal teaching efficacy above the control variables. Cultural competence constructs accounted for 7.6% of the variance in personal teaching efficacy above the control variables. Internalization, stage 4, explained 2.1% of the variance in personal teaching efficacy. Integration, stage 5, explained 4.7% of the variance in personal teaching efficacy. Findings suggest that cultural competence may contribute to student outcomes through the mediating variables of personal and general teaching efficacy. Recommendations for further research and practice are included which detail this important line of inquiry representing a nexus between multicultural education, cultural competence, teacher efficacy, and student outcomes.
590
$a
School code: 0246.
650
# 4
$a
Education, Teacher Training.
$3
783747
650
# 4
$a
Education, Multilingual.
$3
1669153
650
# 4
$a
Education, Leadership.
$3
1035576
690
$a
0530
690
$a
0455
690
$a
0449
710
2 #
$a
University of Virginia.
$3
645578
773
0 #
$t
Dissertation Abstracts International
$g
74-01A(E).
790
$a
0246
791
$a
Ph.D.
792
$a
2012
793
$a
English
856
$u
http://www2.lib.ndhu.edu.tw/pdf_buy/3528776.pdf
$z
限東華大學校園網域內使用
筆 0 讀者評論
採購/卷期登收資訊
壽豐校區(SF Campus)
-
最近登收卷期:
1 (2014/05/27)
明細
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9240422
電子資源
11.線上閱覽_V
電子書
EB L J65
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入