A Causal-Comparative Study of the Effect of Teacher Self-Efficacy on the Assessment of Young Children in the Early Childhood Classroom

Autor/in	Zimmerman, Vanessa B.
Titel	A Causal-Comparative Study of the Effect of Teacher Self-Efficacy on the Assessment of Young Children in the Early Childhood Classroom
Quelle	(2018), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-5984-6
Schlagwörter	Hochschulschrift; Dissertation; Early Childhood Education; Self Efficacy; Preschool Teachers; Evaluation Methods; Success; Student Evaluation; Teacher Competencies; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Self-efficacy; Selbstwirksamkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Erfolg; Schulnote; Studentische Bewertung; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Early childhood education programs are found to increase the success of students in the US, which has increased the value and attendance at this level. Teachers must assess students, even at this level, to improve upon curriculum, prepare lessons, and identify student needs. Assessments used at this level are often non-formal, and teachers must implement the assessments in a way that can identify student strengths and weaknesses. Implementation of assessments requires teachers to have knowledge, education, training, and competencies. However, teachers may also need to have higher self-efficacy to implement these assessments successfully. Research indicates that teachers have different levels of success with curricula, assessments, and discipline in the classroom based on self-efficacy. This study will evaluate the effects of self-efficacy in regard to the use of assessments by early childhood teachers, to identify if self-efficacy is related to the confidence that teachers have in implementing these assessment methods. The method chosen for this study is quantitative and will use two instruments submitted to teachers in a number of districts, intending to gather data from at least 150 participants. A causal comparison study was selected due to the ability to identify if a relationship exists between variables, self-efficacy, and use of assessments. Results gained from the study will be assessed through statistical software to determine if a causal relationship exists between the results of the self-efficacy instrument and the use of assessments instrument. While assessments are utilized at all grade levels, this study will only be used to evaluate responses from early childhood education teachers. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01