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

General education teachers implement...

Cash, Jon L.

Linked to FindBook

Google Book

Amazon

博客來

General education teachers implementing common core with students in special education: A mixed methods study of teachers' self-efficacy beliefs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	General education teachers implementing common core with students in special education: A mixed methods study of teachers' self-efficacy beliefs./
Author:	Cash, Jon L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665464
ISBN:	9781321380224

General education teachers implementing common core with students in special education: A mixed methods study of teachers' self-efficacy beliefs.
Cash, Jon L.

General education teachers implementing common core with students in special education: A mixed methods study of teachers' self-efficacy beliefs. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 132 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--Mississippi State University, 2014.

This embedded mixed method study addresses the problems teachers have reported in believing themselves capable to implement the Common Core State Standards with students in special education. This study examines the effect professional development on implementing the Common Core State Standards had on the participating teachers' self-efficacy beliefs. The participants (N=21) in this study were drawn from a 20-day professional development for teachers based on implementing the Common Core State Standards. The instrument used in the study was the Teacher Efficacy Beliefs System-Self. Data were subject to both statistical and qualitative analysis.

ISBN: 9781321380224Subjects--Topical Terms:

516693
Special education.

General education teachers implementing common core with students in special education: A mixed methods study of teachers' self-efficacy beliefs.
LDR:03292nmm a2200313 4500 001 2124436
005 20171030105236.5
008 180830s2014 ||||||||||||||||| ||eng d
020 $a 9781321380224
035 $a (MiAaPQ)AAI3665464
035 $a AAI3665464
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cash, Jon L. $3 3286439
245 1 0 $a General education teachers implementing common core with students in special education: A mixed methods study of teachers' self-efficacy beliefs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Advisers: Devon G. Brenner; Kenneth Coffey.
502 $a Thesis (Ph.D.)--Mississippi State University, 2014.
520 $a This embedded mixed method study addresses the problems teachers have reported in believing themselves capable to implement the Common Core State Standards with students in special education. This study examines the effect professional development on implementing the Common Core State Standards had on the participating teachers' self-efficacy beliefs. The participants (N=21) in this study were drawn from a 20-day professional development for teachers based on implementing the Common Core State Standards. The instrument used in the study was the Teacher Efficacy Beliefs System-Self. Data were subject to both statistical and qualitative analysis.
520 $a The results of this study provide insight into the self-efficacy beliefs of the participants during and shortly after professional development about implementing the Common Core State Standards with students in special education. The Wilcoxon test of signed ranks revealed a significant increase in the TEB-S subscale areas of Accommodating Individual Differences and Managing Learning Routines, but not in Positive Classroom Climate. Qualitative analysis of data found both support for the statistical findings and also contradicted the statistical findings. Further qualitative analysis showed that practices presented in the professional development such as using the arts, formative assessment, and technology were effective in maintaining their teachers' self-efficacy beliefs after professional development. Factors unrelated to the professional development, such as support from administrators and colleagues and poorly working technology were not supportive in carrying over the increase in teachers' self-efficacy beliefs in implementing the Common Core State Standards with students in special education.
520 $a The study is framed by Social Cognitive Theory and organized into 5 parts. Chapter I provides an overview of the study. Chapter II includes a review of literature related to teachers' self-efficacy belief's Common Core State Standards, and professional development. Chapter III describes the methodology of the study. Chapter IV presents the results of the analysis of data. Chapter IV reports the findings of the study and presents the conclusions of the study and ideas for future research.
590 $a School code: 0132.
650 4 $a Special education. $3 516693
650 4 $a Education policy. $3 2191387
690 $a 0529
690 $a 0458
710 2 $a Mississippi State University. $b Curriculum and Instruction. $3 3277139
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 0132
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665464