The role of self-efficacy as an attribute of principals’ leadership effectiveness in K-12 private and public institutions in Lebanon

2018 ◽  
Vol 23 (4) ◽  
pp. 457-471 ◽  
Author(s):  
Sandra Baroudi ◽  
Zeina Hojeij
Keyword(s):  
Self Efficacy ◽  
Leadership Effectiveness ◽  
Public Institutions ◽  
Private And Public ◽  
K 12

Ensuring Ethics and Equity With Classroom Assessments and Mobile Technology

2017 ◽  
pp. 193-214
Author(s):  
Nancy P. Gallavan ◽  
Stephanie Huffman ◽  
Erin C. Shaw
Keyword(s):  
Online Education ◽  
Mobile Technology ◽  
Self Efficacy ◽  
Social Inclusion ◽  
Classroom Assessment ◽  
Essential Elements ◽  
Classroom Assessments ◽  
K 12 ◽  
Recommended Guidelines

As online education continues to grow in both K-12 and higher education environments, teachers are becoming more attentive to the presence and power of their classroom assessments via mobile technology to enhance their self-efficacy. In online education, classroom assessments change both the role of the teacher and the function of the assessments. Mobile technology offers more choices for conducting assessments and providing feedback, accommodating learners' lives and locations, and increasing democratic participation and social inclusion. However, prevalent across online education are ethics and equity: two essential elements that can be difficult to guarantee with many approaches to classroom assessment via mobile technology. This chapter examines the essential elements of ethics and equity with classroom assessments via mobile technology in online education with recommended guidelines for teachers to enhance their self-efficacy.

Reducing Prejudice Through Narratives

2019 ◽  
Vol 31 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Emily Moyer-Gusé ◽  
Katherine R. Dale ◽  
Michelle Ortiz
Keyword(s):  
Intergroup Relations ◽  
Self Efficacy ◽  
Intergroup Contact ◽  
Contact Hypothesis ◽  
Muslim Americans ◽  
Intergroup Anxiety ◽  
Intergroup Interactions

Abstract. Recent extensions to the contact hypothesis reveal that different forms of contact, such as mediated intergroup contact, can reduce intergroup anxiety and improve attitudes toward the outgroup. This study draws on existing research to further consider the role of identification with an ingroup character within a narrative depicting intergroup contact between Muslim and non-Muslim Americans. Results reveal that identification with the non-Muslim (ingroup) model facilitated liking the Muslim (outgroup) model, which reduced prejudice toward Muslims more generally. Identification with the ingroup model also increased conversational self-efficacy and reduced anxiety about future intergroup interactions – both important aspects of improving intergroup relations.

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