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dc.contributor.advisorTindal, Geralden_US
dc.contributor.authorTupou, Samuelen_US
dc.date.accessioned2013-10-03T23:32:13Z
dc.date.available2013-10-03T23:32:13Z
dc.date.issued2013-10-03
dc.identifier.urihttp://hdl.handle.net/1794/13248
dc.description.abstractThis study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on locus of control and social cognitive theory. A 29-item questionnaire was e-mailed to approximately 500 K-5 classroom teachers, special education teachers, and Title I specialists in 18 elementary schools and two K-8 schools in a suburban school district where the practitioners participated in staff development on the language arts and math adoption using the district-developed response-to-intervention model, Instructional Intervention and Progress Monitoring. Descriptive statistics, correlations, cross-tabulation and chi-square analyses were used to investigate the relationship between the level of teachers' participation in the professional development and their sense of efficacy.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjecten_US
dc.titleA Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacyen_US
dc.typeElectronic Thesis or Dissertationen_US
thesis.degree.nameD.Ed.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadershipen_US
thesis.degree.grantorUniversity of Oregonen_US


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