A Case Study of Teacher Beliefs about Student Achievement in a Suburban Middle School

Autor/in	Hunt, Christine A.
Titel	A Case Study of Teacher Beliefs about Student Achievement in a Suburban Middle School
Quelle	(2012), (117 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Oklahoma State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-5757-3
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Teacher Attitudes; Middle School Students; Middle School Teachers; Middle Schools; Academic Achievement; Suburban Schools; Educational Improvement; Standardized Tests; Scores; Mathematics Tests; Reading Tests; Educational Legislation; Federal Legislation; Correlation; Interviews; Observation; Teacher Effectiveness; Self Efficacy; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Lehrerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulleistung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Teaching improvement; Unterrichtsentwicklung; Standadised tests; Standardisierter Test; Lesetest; Bildungsrecht; Schulgesetz; Bundesrecht; Korrelation; Interviewing; Interviewtechnik; Beobachtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to investigate the perceptions and beliefs of teachers at a Midwestern suburban middle school about students, student learning, and about teacher's beliefs of their collective abilities to achieve the task of school improvement. Saddleback Middle School (SMS) has experienced low standardized test scores since the implementation of NCLB. Of the school district's five middle schools, SMS consistently had the lowest scores in math and reading. The researcher sought to understand the relationship between teacher beliefs and student academic achievement. Eight volunteer teachers from SMS were interviewed twice and observed twice in their classroom settings. The findings of the interviews, observations, and information from teacher lesson plans and grading procedures were analyzed through the lens of Bandura's theory of collective teacher efficacy (CTE). With knowledge of the collective beliefs of the faculty, the leadership of the school could implement plans to improve faculty CTE and student achievement. Analysis of the data indicated a difference between what teachers thought of their teaching practices and how they actually performed in the classroom. They expressed knowledge of positive instructional practices to improve student learning but did not practice those strategies regularly in their classrooms. Participants tended to have a critical view of poor performing students and of the abilities of some of their colleagues. Findings indicate a need for future research regarding school culture and how it relates to CTE in school improvement and the limitations of case study research alone in investigating CTE beliefs of a faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01