Pre-service teachers’ science beliefs, attitudes, and self-efficacy: a multi-case study

2015 ◽  
Vol 26 (3) ◽  
pp. 247-271 ◽  
Author(s):  
Mahsa Kazempour ◽  
Troy D. Sadler
Keyword(s):  
Self Efficacy ◽  
Science Beliefs

scholarly journals Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

2020 ◽  
Vol 19 (11) ◽  
pp. 1-23
Author(s):  
Nancy Akhavan ◽  
Nichole Walsh ◽  
Janeen Goree
Keyword(s):  
Educational Leadership ◽  
Self Efficacy ◽  
Single Case ◽  
Sense Of Self ◽  
Doctoral Program ◽  
Program Completion ◽  
Qualitative Inquiry ◽  
Daily Work ◽  
Problems Of Practice

This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vital to educational leadership. Conclusions highlight considerations for similar programs when evaluating how they prepare graduates to impact education beyond coursework. Further research should emphasize how programs are addressing problems of practice for social justice to impact educational leaders in the field upon program completion.

scholarly journals Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

2020 ◽  
Vol 45 (9) ◽  
pp. 79-91
Author(s):  
Gillian Ward ◽  
◽  
Helen Dixon ◽  
Helen Withy ◽  
◽  
...  
Keyword(s):  
Science Teachers ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Significant Contribution ◽  
Experienced Teachers ◽  
Outcome Expectancy ◽  
Primary Science ◽  
Positive Attitudes ◽  
Over Time

Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.

scholarly journals The Support to Improve Self Efficacy and Healing of Drugs Addict

2016 ◽  
Vol 5 (4) ◽  
pp. 359
Author(s):  
Rosdiana Rosdiana ◽  
Bhisma Murti ◽  
Mahendra Wijaya ◽  
Suwarto Suwarto
Keyword(s):  
Social Learning ◽  
Family Support ◽  
Peer Support ◽  
Drug Addiction ◽  
Study Design ◽  
Self Efficacy ◽  
Healing Process ◽  
Qualitative Approach ◽  
Case Study Design

Appropriate counseling and education can be adopted to achieve a change in attitude, knowledge and perception. Still there is a wrong perception of a given intervention. Peer support through a process of social learning, the process of growing understanding of how to process information from experience, observational include: attention (attention), given (retention), reproduction of motion (reproduction), motivation (motivation), and communication. The purpose of this study was to analyze resident self-efficacy to regardless of drug addiction through family support. This study employed qualitative approach with case study design. Subjects in this study were residents, ex drugs user, peer support, and resident family. The results showed that peer support from fellow residents and the support of the major on duty (MOD) very meaningful and helpful for resident in the healing process.

scholarly journals Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

2015 ◽  
Author(s):  
Stephanie Baxa
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Future Research ◽  
Writing Conferences ◽  
Teacher Language ◽  
Self Assessment ◽  
Self Assessments ◽  
Teacher Assessments ◽  
The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

scholarly journals Flipping the Undergraduate Classroom: A Case Study

2019 ◽  
pp. 134-138
Keyword(s):  
Self Efficacy ◽  
Flipped Classroom ◽  
Rapid Development ◽  
Intervention Group ◽  
Control Group ◽  
Conventional Teaching ◽  
Information And Communication ◽  
Convenience Sampling ◽  
Group 2

Rapid development in information and communication technology (ICT) is changing the instructional strategies in Higher Education. This study aimed to identify the level of self-efficacy of B.Ed. (IT) undergraduates of a local University in a flipped classroom. Further it also investigated gender difference among the undergraduates self-efficacy in the classroom. A group of 35 student selected using convenience sampling method. This group divided into Group 1 as control group and Group 2 as intervention. Group one consists of 17 students and two consist of 18 students. Initially the two classes answered pre-survey questionnaire of self-efficacy. Then control group was exposed to conventional teaching whereas intervention group intervened with Padlet. Data were analyzed with SPSS and revealed the intervention group has high Cohen effect (d) = .53, which is considered moderate size compared Cohen effect (d) = .17, considered small. This study clearly exhibits intervention group has better self-efficacy than control group. Further, the effect size of control group revealed decline in self-efficacy. In study exhibits there is no difference by gender in terms of self-efficacy. It is expected further study should be conducted by taking in to account sample size, duration of intervention, and method.

Returning to work after acquired brain injury: A mixed method case study

2021 ◽  
pp. 1-16
Author(s):  
Valerie Burke ◽  
Laura O’Rourke ◽  
Emer Duffy
Keyword(s):  
Brain Injury ◽  
Self Efficacy ◽  
Acquired Brain Injury ◽  
Future Research ◽  
Control Group ◽  
Work Skills ◽  
Mixed Methods Case Study ◽  
Signed Rank ◽  
Returning To Work

BACKGROUND: Vocation is a meaningful area of rehabilitation after Acquired Brain Injury (ABI). There is a discrepancy between the number of individuals with an ABI who feel able to work and those who are employed in Ireland. Research suggests that Vocational Rehabilitation (VR) programs enhance Return to Work (RTW) outcomes after ABI, however existing literature is limited. OBJECTIVE: This study explores the experience of engaging in VR post ABI, and its impact upon work self-efficacy. METHODS: A mixed methods case study design was selected to represent the individuality of ABI presentations. Participants completed a qualitative interview at VR follow up (N = 2) and the Work Self-Efficacy Inventory at pre/post VR. RESULTS: Four overarching themes emerged including Stigma, Adjustment, Support and Readiness. RTW challenges included fatigue, accepting support, adjusting to work and stigma. RTW benefits included routine, pride in work, skills development, and empowerment. Wilcoxon signed rank indicated that work self-efficacy scores mildly improved post VR. CONCLUSIONS: This research may inform VR Programs and offers pragmatic clinical implications based on the data. Future research should consider the role that readiness plays in facilitating RTW. Limitations include sample size, a lack of longitudinal data and control group.

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