Building a whole school approach and teacher efficacy with English language learners

Haworth, Penny; McGee, Alyson; MacIntyre, Lesieli

doi:10.1080/13540602.2014.928131

Cited by 11 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although published research on CTE from the global south in English-language academic journals is scant, a few notable studies stand out. Haworth et al. (2015) examined CTE for teaching English-language learners in primary schools in New Zealand, and concluded that it has a positive influence on teachers expectations.…”

Section: Research Around the Worldmentioning

confidence: 99%

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

Da’as

Qadach

Erdoğan

et al. 2021

JEA

View full text Add to dashboard Cite

PurposeCollective teacher efficacy (CTE) is a promising construct for understanding how schools can foster student achievement. Although much of the early research on CTE took place in North America, researchers from other parts of the world are now delving into this topic. The current study explores whether these powerful collective beliefs function similarly across diverse cultural and linguistic groups: Arab and Jewish teachers in Israel, and teachers in Turkey and the USA.Design/methodology/approachParticipants included 4,216 teachers from Israel, Turkey and the USA, representing four cultures: Arab, Jewish, Turkish and American. We tested configural invariance using multigroup confirmatory factor analysis (AMOS) and alignment optimization (Mplus) to identify the groups in which specific parameters are noninvariant, and to compare the latent factor means.FindingsConfigural invariance showed adequate fit of the model structure across the four groups. Based on invariance tests, using the alignment optimization method, CTE scales held different meanings for specific items across the four cultures, where the USA and Arab cultures were the sources of these differences. Furthermore, in comparing the two-dimensional CTE belief scale across the four groups, latent means revealed the highest mean ranking for the USA and the lowest for Turkey.Originality/valueThis research makes a significant theoretical contribution by examining and comparing the concept of teachers' collective efficacy in multiple cultures. This comparison can also contribute to instructional teaching practices worldwide.

show abstract

Section: Research Around the Worldmentioning

confidence: 99%

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

Da’as

Qadach

Erdoğan

et al. 2021

JEA

View full text Add to dashboard Cite

show abstract

“…Haworth et al (2013) studied whole school approaches to building relevant PLCs with school staffs in primary schools in New Zealand. The professional development was aimed to improve teacher efficacy in regard to English Language Learners (ELLs).…”

Section: Resultsmentioning

confidence: 99%

Collective teacher efficacy research: implications for professional learning

Donohoo

2017

JPCC

View full text Add to dashboard Cite

Purpose Researchers have provided critiques of teacher efficacy research along with suggestions for future research, but no recent reviews have examined the state of collective teacher efficacy (CTE) research as it relates specifically to professional development. This review addressed the following questions: How much research attention has been paid to professional learning and CTE? What does the research tell us about professional learning and CTE? What do we know about influencing CTE through professional learning? The paper aims to discuss these issues. Design/methodology/approach Educational Resources Information Center and EBSCO databases were searched for peer-reviewed articles written in English and published over the last ten years (between 2007 and 2017). The search terms included “collective efficacy” and “teacher or teachers” and “professional development and professional learning” and were extended beyond titles to include keywords contained within the articles. This would help to broaden the search and increase the number of hits. Findings There is little that can be gleaned from the research related to professional learning and the contextual factors that influence collective efficacy beliefs. Only one study (Paxon et al., 2014) in this review considered the formation of CTE in relation to both remote and proximate sources. Although some of the studies explained Bandura’s (1993) sources of CTE, reference to the sources were notably absent in the reported findings, implications, and conclusions of many of the studies. Contextual variables examined in the component studies included either implementation patterns, trust, sense of belonging, teacher uncertainty, opportunities for teacher leadership, social relationships, and/or labels assigned to low performing districts and/or high performing districts. Research limitations/implications A limitation that influences the findings of this review is that the review was not exhaustive, and articles written in English with the search terms outlined did not capture the population of possible articles. Future reviewers may uncover new patterns in CTE research by searching non-English journals and by examining the range of work completed in graduate theses and dissertations. Practical implications In regard to promising professional learning designs, inquiry based approaches, including collaborative action research, problem-solving groups, and teams’ monitoring and tracking individual student progress seemed to hold promise. In each of these designs, educators collaboratively analyze student evidence for the purpose of evaluating their impact, reflecting on their collective work, and determining optimal next steps. Interpreting results by examining student learning data might help to strengthen connections between perceived levels of difficulty related to teaching tasks and perceptions of group competence. When conversations shift from generalized talk about student’s progress and polite sharing of teaching strategies to more in-depth conversations about the connections between the two, professional learning becomes more impactful. The interpretation of results, leads to shifts in causal attributions – from assumptions which included “I planned and taught the lesson, but they didn’t get it” to “you haven’t taught it until they’ve learned” as a result of engaging in these types of professional learning designs. Originality/value Hattie’s (2015) research, which synthesized major findings from over 1,200 meta-analyses relating to influences on student achievement, demonstrated the magnitude and overall distribution of more than 150,000 effect sizes. In a recent update, Hattie (2016) ranked CTE as the number one influence of all the factors related to student achievement, reporting an effect size of 1.57.This update was based on Eells’ (2011) meta-analysis that synthesized correlational evidence for CTE and student achievement. Eells (2011) found that CTE was strongly and positively associated with student achievement “across subject areas, when using varied instruments, and in multiple locations” (p. 110). Eells (2011) finding is becoming more widely disseminated through the promotion of Hattie’s (2016) Visible Learning Research due to its prominent position within that body of evidence. Thus, the interest of practitioners in the field, including administrators, teachers, and professional learning facilitators has been piqued. Gaining a better understanding of CTE, sources that shape it, and its antecedents and consequences are likely to surface as a major upcoming focus for designers and facilitators of professional learning. There is a small amount of extant research that examined professional development effects on teacher efficacy (Tschannen-Moran and McMaster, 2009; Ross and Bruce, 2007). However, there are many voids in the collective efficacy research. Given this void and the increased interest to gain a better understanding of CTE on part of practitioners, not only is additional research needed, it is imperative to find ways to address the ongoing dilemma of making research and theory relevant to educators’ practice.

show abstract

“…La extensión del sentido de pertenencia es un indicador del capital social de una organización y de su cohesión (Young y Howard, 2020). Varios estudios han encontrado relación entre la afiliación y la eficacia colectiva (Bjorklund et al, 2020;Haworth et al, 2013).…”

Section: Sentido De Pertenenciaunclassified

Red, Comunidad, Organización. La Escuela como Ecosistema de la Innovación Educativa

López-Yáñez¹,

Moreno²

2021

REICE

View full text Add to dashboard Cite

Sea cual sea el punto de partida de un proceso de cambio en educación –un individuo, un aula, un equipo docente, el sistema político– el ecosistema que lo acoge y le da su forma definitiva es el centro escolar. Este artículo revisa la investigación actual sobre la organización escolar como contexto de la innovación, bajo la lente de dos conceptos que han transformado la teoría organizativa: comunidad y red. Se analizan los referentes teóricos y metodológicos, marcos de análisis e investigaciones concretas relacionados con la perspectiva comunitaria o de redes. Con sus respectivos matices, estas perspectivas asumen la innovación como un proceso de aprendizaje y de creación y movilización del conocimiento que se instala en una comunidad de práctica. Los vínculos sociales entre los miembros de esa comunidad prestan su forma original al proceso. Se constata además que los estudios sobre la innovación educativa que asumen la escuela como unidad de análisis están experimentando un notable progreso en el ámbito latinoamericano. El propósito último de los autores ha sido contribuir a la elaboración de un relato integrador que proporcione unidad y consistencia al campo de estudios de la innovación en la escuela y oriente la investigación futura.

show abstract

Building a whole school approach and teacher efficacy with English language learners

Cited by 11 publications

References 26 publications

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

Collective teacher efficacy research: implications for professional learning

Red, Comunidad, Organización. La Escuela como Ecosistema de la Innovación Educativa

Contact Info

Product

Resources

About