The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity

Goddard, Roger D.; Skrla, Linda E.; Salloum, Serena J.

doi:10.1080/10824669.2017.1348900

Cited by 43 publications

(63 citation statements)

References 39 publications

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“…The role of neighborhoods carries important insights for the study of child and family outcomes (Brooks-Gunn & Duncan, 1997; Kohen, Leventhal, Dahinten, & McIntosh, 2008; Noah, 2015). Neighborhood conditions are related to child behavioral problems (Delany-Brumsey, Mays, & Cochran, 2014; Plybon & Kliewer, 2001; Roosa et al, 2005), youth violence (Forster, Grigsby, Unger, & Sussman, 2015; Kirk & Hardy, 2014; Knoester & Haynie, 2005), academic success (Boyle, Georgiades, Racine, & Mustard, 2007; Goddard, Skrla, & Salloum, 2017; Sanbonmatsu, Kling, Duncan, & Brooks-Gunn, 2006), child and adolescent health (Lumeng, Appugliese, Cabral, Bradley, & Zuckerman, 2006; Odgers et al, 2009; Sellström & Bremberg, 2006), and parenting practices (Jocson & McLoyd, 2015; Leventhal & Brooks-Gunn, 2005). Neighborhood processes characterize the nature of social interactions among residents (Guterman, Lee, Taylor, & Rathouz, 2009), and can provide insight into how collective actions of neighbors, or lack thereof, can affect their health and well-being.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Collective Efficacy Among Single Mothers: Insights for Conceptualization and Measurement

Barnhart

Gearhart

Maguire‐Jack

2018

Journal of Family Issues

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Neighborhoods with higher levels of collective efficacy are associated with more favorable family outcomes such as lower teen pregnancy rates and less antisocial behavior among children. Collective efficacy is traditionally measured by combining the constructs of social cohesion and informal social control, yet these two constructs may have unique influences on family outcomes. While prior studies have examined collective efficacy’s factor structure, there is limited understanding of this construct among single-mother families, who have unique social and economic characteristics. In this exploratory study, we tested a single-factor model and two-factor model separating social cohesion and informal social control to examine the underlying factor structure of collective efficacy with a diverse sample of 2,084 unmarried mothers who participated in the third wave in-home survey of the Fragile Families and Child Wellbeing study. Results support that informal social control and social cohesion were best modeled as two distinct, but related, constructs.

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Section: Introductionmentioning

confidence: 99%

Perceptions of Collective Efficacy Among Single Mothers: Insights for Conceptualization and Measurement

Barnhart

Gearhart

Maguire‐Jack

2018

Journal of Family Issues

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“…A diferencia de la autoeficacia, las creencias de eficacia colectiva han sido menos estudiadas debido a la complejidad del constructo y a la falta de medidas sólidas disponibles (Bandura, 1997). Sin embargo, distintos estudios afirman que a mayor nivel de eficacia colectiva docente, mayor es el rendimiento alcanzado por los alumnos (Bandura, 1993;Goddard, Skrla, & Salloum, 2017;Moolenaar, Sleegers, & Daly, 2012). En esta línea, afirman que las creencias que comparten los profesores dan forma a sus actuaciones y a la cultura del centro.…”

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“…En esta línea, afirman que las creencias que comparten los profesores dan forma a sus actuaciones y a la cultura del centro. Por eso en una escuela en la que los profesores comparten niveles altos de eficacia colectiva, se promueven expectativas mayores y un esfuerzo constante para seguir alcanzando las metas comunes (Goddard et al, 2017).…”

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Mapeo sistemático de la literatura sobre la eficacia colectiva docente

Salas-Rodríguez

Lara

2020

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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En los últimos años, la eficacia colectiva docente se ha presentado como un factor prometedor en la mejora del rendimiento de los alumnos (Donohoo, 2017; Eells, 2011; Hattie, 2016). No obstante, a diferencia de las creencias de autoeficacia, la eficacia colectiva de los profesores ha sido menos estudiada. De ahí que el presente mapeo sistemático busque profundizar en el desarrollo y estudio de la eficacia colectiva docente en el ámbito académico, con el objetivo de conocer y sintetizar la información de diversas investigaciones con respecto a la temática en cuestión. Mediante la metodología del mapeo sistemático, se encontraron un total de 60 estudios potenciales publicados entre los años 2000 y 2019 e indexados en las bases de datos de Scopus y Web of Science. Tras la aplicación de los criterios de inclusión y exclusión sólo 35 artículos fueron incluidos. Los resultados muestran la distribución geográfica de los estudios, los artículos más citados, las variables con las que la eficacia colectiva docente se relaciona, los instrumentos utilizados para evaluar dichas creencias y los niveles educativos en los que han sido estudiadas. Se observa un claro interés en el estudio del impacto de la eficacia colectiva docente sobre el aprendizaje y rendimiento de los alumnos. No obstante, se echa en falta estudios sobre esta temática en países de habla hispana, además de investigaciones centradas en cómo fomentar y desarrollar la eficacia colectiva de los profesores. Finalmente, se proponen algunas futuras líneas de investigación.

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“…Teachers' self-efficacy is shaped by their social interactions in school communities, expressed as their sense of collective efficacy as members of such school cultures. Such collective efficacy beliefs also influence teachers' effort, persistence, and levels of stress and have been shown to have a measurable effect on student achievement (Goddard, Skrla, & Salloum, 2017). In particular, teacher collaboration influences teachers' collective and self-efficacy by providing opportunities for teachers to emotionally and academically support each other through discussion and peer observation (Bruce & Flynn, 2012;Chong & Kong, 2012;Goddard, Skrla, & Salloum 2017).…”

mentioning

confidence: 99%

“…Such collective efficacy beliefs also influence teachers' effort, persistence, and levels of stress and have been shown to have a measurable effect on student achievement (Goddard, Skrla, & Salloum, 2017). In particular, teacher collaboration influences teachers' collective and self-efficacy by providing opportunities for teachers to emotionally and academically support each other through discussion and peer observation (Bruce & Flynn, 2012;Chong & Kong, 2012;Goddard, Skrla, & Salloum 2017). Among the many forms of peer collaboration, collaborative reflective practice (RP) has been a staple for professional development in many fields, including language education.…”

mentioning

confidence: 99%

Reflective Practice on Movie Scene Performances: Exploring Our Teacher Efficacy

Bankier

Antle

2020

PCP

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Reflective practice (RP) is an avenue to becoming an effective teacher. Collaborative dialogue on teaching practice increases critical engagement with RP and provides peer-support opportunities (Mann & Walsh, 2017). In this paper we describe how our use of collaborative RP sessions impacted our sense of teacher efficacy. Two classes of Japanese university students selected, practised, and performed three short extracts from movies. We aimed to develop pronunciation, fluency, and enjoyment and engagement with English. In three teaching cycles, we engaged in collaborative dialogue sessions to reflect on teaching, discussing achievement of class goals and planned changes. RP sessions were audio recorded, transcribed, and qualitatively analysed for themes of teacher efficacy. We believe that reflecting and sharing our teaching practices led to an increased sense of our own capacity to effect positive teaching outcomes. Additionally, our response to negative teaching outcomes suggested increased confidence in our ability to adapt our teaching practice in response. 省察的実践（RP）は、能力のある教師になるための手段である。教育実践に関して協働的な対話をすることで、省察的実践への取り組みが高まりピアサポートの機会が作られる（Mann & Walsh, 2017）。本稿では、協働的な省察的実践のセッションが教師効力感にどのような影響を与えるか考察する。2クラスの英語を学習している日本人大学生は３つの映画の抜粋を選び、練習し演じた。教師は発音、流暢さ、楽しさ、英語を使うことへの取り組みを重視するよう心がけた。３つの実践で、教師は協働的な対話に参加し、クラス目標の到達や変更すべき点について話し合いながら授業について振り返った。セッションを録音し、書き起こし、教師効力感に関して質的分析を行った。自分の教育実践を振り返り共有することで、プラスの教育効果を与える能力が向上する感覚につながることが明らかになった。また、マイナスの教育効果に対し自分の教育実践を受けとめる能力に自信を持てるようになった。

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The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity

Cited by 43 publications

References 39 publications

Perceptions of Collective Efficacy Among Single Mothers: Insights for Conceptualization and Measurement

Perceptions of Collective Efficacy Among Single Mothers: Insights for Conceptualization and Measurement

Mapeo sistemático de la literatura sobre la eficacia colectiva docente

Reflective Practice on Movie Scene Performances: Exploring Our Teacher Efficacy

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