“It depends on what science teacher you got”: urban science self-efficacy from teacher and student voices

Bolshakova, Virginia L. J.; Johnson, Carla C.; Czerniak, Charlene M.

doi:10.1007/s11422-011-9346-2

Cited by 25 publications

(11 citation statements)

References 19 publications

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“…Furthermore, in order to better prepare teachers for teaching diverse students, developing teacher self-efficacy in multicultural classrooms is a useful and viable approach for TEPs (Choi & Lee, 2020). For STEM teachers, in particular, teacher self-efficacy impacts their implementation of inquiry-based practices (DeCoito & Myszkal, 2018) and their teaching of culturally and linguistically diverse students (Bolshakova et al, 2011) in classrooms. In sum, teacher efficacy is a key driver of teacher effectiveness and student outcomes and should be explicitly included as a central focus in TEPs (Bolshakova et al, 2011).…”

Section: Teacher Efficacymentioning

confidence: 99%

Examining the effects of undergraduate STEM teacher recruitment and teacher education programs on preservice secondary science and mathematics teacher readiness and teacher performance assessment (edTPA) scores

Moon

Carpenter

Hansen

et al. 2021

School Sci & Mathematics

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Section: Teacher Efficacymentioning

confidence: 99%

Examining the effects of undergraduate STEM teacher recruitment and teacher education programs on preservice secondary science and mathematics teacher readiness and teacher performance assessment (edTPA) scores

Moon

Carpenter

Hansen

et al. 2021

School Sci & Mathematics

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“…This explanation aligns with previous research that supports the effectiveness of Nativity schools for use with low income, minority students (Fenzel, 2009;Podsiadlo & Philliber, 2003). The research further suggests that this model works for specific methods that are not typically implemented within the urban public school systems: a committed staff with strong leadership skills, an extended school day that allows for tutoring and mandatory participation in extracurricular activities, monthly parental involvement, and increased support services to guide students throughout high school and college (Bolshakova et al, 2011;Fenzel & Domingues, 2009;Podsiadlo & Philliber, 2003;Woolfolk Hoy & Davis, 2006).…”

Section: Explanation Of Findingsmentioning

confidence: 99%

“…An extensive amount of research has also investigated the effects of race and poverty on achievement outcomes for children attending public and private school systems. Urban public schools usually serve minority students from low SES backgrounds (Bolshakova et al, 2011;Lee & Loeb, 2000). Poor attendance, low standardized test scores, problem behaviors, low parental involvement, and an increase in high school dropout are common struggles for these school systems (Bolshakova et al, 2011;Johnson & Hannon, 2014;Stewart, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Urban public schools usually serve minority students from low SES backgrounds (Bolshakova et al, 2011;Lee & Loeb, 2000). Poor attendance, low standardized test scores, problem behaviors, low parental involvement, and an increase in high school dropout are common struggles for these school systems (Bolshakova et al, 2011;Johnson & Hannon, 2014;Stewart, 2007). These students are also at an increased risk for teenage pregnancy, substance use, and poor academic success (Basch, 2011;Botticello, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Academic Differences Between an Urban Nativity School and an Urban Public School District

2020

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Previous research suggests that both poverty and minority status significantly influence academic achievement. Nativity schools, which have been extensively researched, have been found effective for students coming from low socioeconomic statuses and diverse backgrounds. Differences were examined between an urban public school district and an urban parochial school that uses the Nativity model (henceforth referred to as Nativity School). The purpose of this study was to determine if students from Nativity School were able to achieve significantly above that which urban public school students achieved. Specifically, academic achievement in the areas of mathematics, language arts, and science were analyzed, as well as high school dropout rate, high school graduation rate, and entrance into postsecondary education. Nativity School used the Iowa Test of Basic Skills (ITBS) to measure achievement longitudinally and reported stanines and local and national percentile ranks, while the public school system used the Missouri Assessment Program (MAP) and provided four descriptor categories (i.e., Below Basic, Basic, Proficient, and Advanced). Below Basic and Basic referred to students who demonstrate the skills outlined by the Missouri Show-Me Standards inconsistently and/or incorrectly, while students who perform in the Proficient and Advanced categories demonstrate these skills consistently, at or above grade level. Results revealed Nativity School students significantly improved their academic achievement scores and were more likely than urban public school students to graduate high school and enroll in postsecondary school. Interpretation and implications of these results and limitations are explored.

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“…The stronger the teachers' self-effi cacy perceptions, the stronger the eff orts that they make in their teaching and in the goals they set for themselves (Woolfolk Hoy & Spero, 2005). Also, many have pointed out that teachers' self-effi cacy is positively correlated with student achievement and academic success (e.g., Bandura, 1995;Bolshakova, Johnson, & Czerniak, 2011). Mojavezi and Tamiz (2012) looked at the relationship between teachers' self-effi cacy and student motivation and achievement in Iran, and they reported that teachers with high levels of self-effi cacy had a positive impact on student motivation.…”

Section: Self-effi Cacy For Providing General Pedagogy and Culturally Responsive Pedagogymentioning

confidence: 99%

Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

Vidwans¹,

Faez²

2019

TESL Canada

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Set in Ontario, which is the most diverse province in Canada, this study (N = 76) examined Internationally Educated Teachers’ (IETs) and non-Internationally Educated Teachers’ (non-IETs) sense of self-efficacy for providing linguistically and culturally inclusive pedagogy in K-12 classrooms. Theories of self-efficacy and culturally responsive pedagogy frame this research. This study employed a quantitative 40-item survey to compare teachers’ self-efficacy perceptions of general pedagogy and culturally responsive pedagogy. Results show that while both groups were equally consistent in their self-efficacy perceptions for providing general pedagogy, IETs reported significantly higher self-efficacy for providing culturally responsive pedagogy. Réalisée en Ontario, la province la plus diversifiée du Canada, auprès d’enseignantes et enseignants formés à l’étranger (IETs) et d’enseignantes et enseignants formés ailleurs qu’à l’étranger (non-IETs), cette étude rend compte de la mesure dans laquelle ces professeurs se sentent personnellement capables d’offrir efficacement une pédagogie linguistiquement et culturellement inclusive dans les salles de classe de la maternelle à la douzième année. Éclairée par des recherches dans les domaines de l’auto-efficacité et de la pédagogie adaptée aux réalités culturelles, cette enquête quantitative basée sur la réponse à 40 questions a permis de comparer les perceptions d’auto-efficacité des enseignantes et enseignants à l’égard de la pédagogie en général et de la pédagogie adaptée aux réalités culturelles. Les résultats de l’enquête indiquent que, alors que les sentiments d’auto-efficacité des membres des deux groupes étaient uniformes quant à la pédagogie en général, les enseignantes et enseignants formés à l’étranger se sentent considérablement plus à même d’offrir une pédagogie adaptée aux réalités culturelles.

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“It depends on what science teacher you got”: urban science self-efficacy from teacher and student voices

Cited by 25 publications

References 19 publications

Examining the effects of undergraduate STEM teacher recruitment and teacher education programs on preservice secondary science and mathematics teacher readiness and teacher performance assessment (edTPA) scores

Examining the effects of undergraduate STEM teacher recruitment and teacher education programs on preservice secondary science and mathematics teacher readiness and teacher performance assessment (edTPA) scores

Academic Differences Between an Urban Nativity School and an Urban Public School District

Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

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