Empowering Teachers and Students in a Restructuring School: A Teacher Efficacy Interaction Model and the Effect on Reading Outcomes.

Autor/in	Borton, William M.
Titel	Empowering Teachers and Students in a Restructuring School: A Teacher Efficacy Interaction Model and the Effect on Reading Outcomes.
Quelle	(1991), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academically Gifted; Bilingual Students; Change Strategies; Cooperative Learning; Elementary Education; Integrated Activities; Reading Improvement; School Restructuring; Self Efficacy; Student Attitudes; Teacher Effectiveness; Teacher Student Relationship; Team Teaching + Suchen Sie Ihr Suchwort? Schulleistung; Lösungsstrategie; Kooperatives Lernen; Elementarunterricht; Integrierender Unterricht; Schulreformplan; Schulumwandlung; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Teamteaching
Abstract	This study was conducted to examine one suburban San Diego (California) school's attempt, under a restructuring plan, to correct resegregation in classroom assignments. A program was developed which combined gifted, regular education, and bilingual students (n=79) in grades three and four with three teachers in a team-teaching approach. Students were redeployed for reading and mathematics based on skill level, but were heterogeneously grouped for other subjects. Research literature suggests that students in such a program should receive the double benefit of working at a level of success while engaging in cooperative learning activities with other students of varying ability; the success of such restructuring efforts is often dependent on teacher and student attitudes toward change. The focus of this paper is on the interaction between teacher efficacy and student attitudes during implementation of a locally designed, cooperative learning strategy aimed at improving learning for all students. Students were assessed three times over a school year for reading scores using the Durrell-Sullivan Reading Test. Teachers were given Gibson and Dembo's Teacher Efficacy Survey. The findings show that student self-esteem is the only significant predictor for reading outcomes. All three groups of students showed Pareto improvement gains in reading skills, and limited-English-proficient students showed significantly greater learning. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC