An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 5-17
Author(s):  
Mandy Harrison ◽  
Lisa Gross ◽  
Jennifer McGee
Keyword(s):  
North Carolina ◽  
Environmental Education ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
School Teachers ◽  
The North ◽  
Significant Difference ◽  
Personal Teaching Efficacy ◽  
Environmental Educators ◽  
The Impact

The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.

scholarly journals An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Despoina Schina ◽  
Cristina Valls-Bautista ◽  
Anna Borrull-Riera ◽  
Mireia Usart ◽  
Vanessa Esteve-González
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Self Efficacy ◽  
Group Intervention ◽  
Preschool Teachers ◽  
Ease Of Use ◽  
Educational Robotics ◽  
Perceived Ease Of Use ◽  
Significant Difference ◽  
The Impact

Abstract Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

Self-Efficacy in a Sample of Education Majors and Teachers

2002 ◽  
Vol 91 (3) ◽  
pp. 935-939 ◽  
Author(s):  
Marian J. Parker ◽  
A. J. Guarino ◽  
Roy Wade Smith
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Significant Interaction ◽  
Teaching Efficacy ◽  
Education Majors ◽  
Education Students ◽  
Personal Teaching Efficacy ◽  
Teaching Implications

The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction indicated that students who had not completed internships scored significantly higher on General Teaching Efficacy than either students who had just completed internships or those who were engaged in teaching. Implications are discussed.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

scholarly journals Incorporating Behavioral Trigger Messages Into a Mobile Health App for Chronic Disease Management: Randomized Clinical Feasibility Trial in Diabetes

10.2196/15927 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e15927
Author(s):  
Scott Sittig ◽  
Jing Wang ◽  
Sriram Iyengar ◽  
Sahiti Myneni ◽  
Amy Franklin
Keyword(s):  
Chronic Disease ◽  
Disease Management ◽  
Mobile Health ◽  
Self Efficacy ◽  
Chronic Disease Management ◽  
Text Messages ◽  
Feasibility Trial ◽  
Significant Difference ◽  
Within Subjects ◽  
The Impact

Background Although there is a rise in the use of mobile health (mHealth) tools to support chronic disease management, evidence derived from theory-driven design is lacking. Objective The objective of this study was to determine the impact of an mHealth app that incorporated theory-driven trigger messages. These messages took different forms following the Fogg behavior model (FBM) and targeted self-efficacy, knowledge, and self-care. We assess the feasibility of our app in modifying these behaviors in a pilot study involving individuals with diabetes. Methods The pilot randomized unblinded study comprised two cohorts recruited as employees from within a health care system. In total, 20 patients with type 2 diabetes were recruited for the study and a within-subjects design was utilized. Each participant interacted with an app called capABILITY. capABILITY and its affiliated trigger (text) messages integrate components from social cognitive theory (SCT), FBM, and persuasive technology into the interactive health communications framework. In this within-subjects design, participants interacted with the capABILITY app and received (or did not receive) text messages in alternative blocks. The capABILITY app alone was the control condition along with trigger messages including spark and facilitator messages. A repeated-measures analysis of variance (ANOVA) was used to compare adherence with behavioral measures and engagement with the mobile app across conditions. A paired sample t test was utilized on each health outcome to determine changes related to capABILITY intervention, as well as participants’ classified usage of capABILITY. Results Pre- and postintervention results indicated statistical significance on 3 of the 7 health survey measures (general diet: P=.03; exercise: P=.005; and blood glucose: P=.02). When only analyzing the high and midusers (n=14) of capABILITY, we found a statistically significant difference in both self-efficacy (P=.008) and exercise (P=.01). Although the ANOVA did not reveal any statistically significant differences across groups, there is a trend among spark conditions to respond more quickly (ie, shorter log-in lag) following the receipt of the message. Conclusions Our theory-driven mHealth app appears to be a feasible means of improving self-efficacy and health-related behaviors. Although our sample size is too small to draw conclusions about the differential impact of specific forms of trigger messages, our findings suggest that spark triggers may have the ability to cue engagement in mobile tools. This was demonstrated with the increased use of capABILITY at the beginning and conclusion of the study depending on spark timing. Our results suggest that theory-driven personalization of mobile tools is a viable form of intervention. Trial Registration ClinicalTrials.gov NCT04132089; http://clinicaltrials.gov/ct2/show/NCT004122089

The Impact of Prescribed Burning on Native Bee Communities (Hymenoptera: Apoidea: Anthophila) in Longleaf Pine Savannas in the North Carolina Sandhills

2019 ◽  
Vol 49 (1) ◽  
pp. 211-219
Author(s):  
Heather Moylett ◽  
Elsa Youngsteadt ◽  
Clyde Sorenson
Keyword(s):  
North Carolina ◽  
Prescribed Burning ◽  
Longleaf Pine ◽  
Pinus Palustris ◽  
The North ◽  
Time Since Fire ◽  
Native Bee ◽  
Silvicultural Practice ◽  
Bee Community ◽  
The Impact

Abstract Prescribed burning is a common silvicultural practice used in the management of longleaf pine (Pinus palustris Mill., Pinales: Pinaceae) savannas to reduce hardwood encroachment and ground cover and to maintain biodiversity. We investigated the response of the native bee community (Hymenoptera: Apoidea: Anthophila) in the Sandhills of North Carolina to prescribed burning on a 3-yr rotation over two consecutive years (2012 and 2013). We deployed bee bowl traps in sites that had been burned the year of sampling, 1 yr before, 2 yr before, and in unburned controls. In total, 2,276 bees of 109 species were captured. Bee abundance declined with time since fire, with 2.3 times more bees captured in the most recently burned sites than in unburned controls. Bee diversity also declined with time since fire, with 2.1 times more species captured in the most recently burned sites than in controls. Bee community composition also responded to fire; we present evidence that this response was mediated in part by the effect of fire on the amount of bare ground and canopy cover. Bees nesting aboveground were unaffected by fire, contrary to our expectation that fire would destroy the wood and stems in which these species nest. Our results indicate that prescribed burning is a silvicultural practice consistent with pollinator conservation in longleaf pine ecosystems of the North Carolina sandhills.

On Partnering and Tourism: A Comparison of Two Small Towns in Western North Carolina

2005 ◽  
Vol 27 (4) ◽  
pp. 19-21
Author(s):  
Molly Levin
Keyword(s):  
North Carolina ◽  
Small Towns ◽  
Partnership Model ◽  
The North ◽  
Development Organizations ◽  
Western North Carolina ◽  
Community Development Organizations ◽  
Ethnographic Data ◽  
The Impact

Many community development organizations seek to involve their clients in projects through partnerships. This paper addresses the partnership model of the North Carolina-based organization HandMade in America and its Small Towns Revitalization Program. Ethnography plays an important role in this investigation. I spent the summer of 2004 as an intern at HandMade in America (HandMade), collecting ethnographic data in order to create a survey measuring the impact that the Small Towns program is having on the quality of residents' lives. While sitting in numerous living rooms and kitchens talking with men and women, old and young, local and newcomer, it became clear that while there are similarities across the region, each town has its own resources and problems that dictate the concerns of its residents.

Racial and low-income quotas in Brazilian universities: impact on academic performance

2018 ◽  
Vol 45 (1) ◽  
pp. 156-176
Author(s):  
Claudia Bueno Rocha Vidigal
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Low Income ◽  
Family Income ◽  
Negative Impact ◽  
Public And Private ◽  
Content Type ◽  
The North ◽  
Significant Difference ◽  
The Impact

Purpose The purpose of this paper is to estimate the impact of racial and low-income quotas on academic performance of students from public and private universities in Brazil. Design/methodology/approach Using propensity score matching applied to student-level data from the National Examination of Student Performance conducted in 2012; this paper identifies the impact of the quota policy on academic performance considering all Brazilian universities. Findings The results indicate that there is no statistically significant difference in academic performance between students admitted under the racial quota and those who had the regular admission (non-quota students). The impact is positive, however, for students from the North region of Brazil and among those with very low family income, whereas a negative impact is observed for those from the Central-West region. In regard to the low-income quota, quota students perform worse than eligible non-quota students as their scores are, on average, 14 percent lower. Similar findings are observed when different subsamples are considered. Originality/value This paper’s main contribution is to provide a broader and more rigorous empirical approach than that presented by the existing literature in order to evaluate the impact of quota policies on academic achievement. Moreover, this study considers all Brazilian institutions whereas previous studies are limited to only one or a few universities.

The North Carolina Youth Empowerment Study (NCYES): A Participatory Research Study Examining the Impact of Youth Empowerment for Tobacco Use Prevention

2004 ◽  
Vol 31 (5) ◽  
pp. 597-614 ◽  
Author(s):  
Kurt M. Ribisl ◽  
Allan Steckler ◽  
Laura Linnan ◽  
Carol C. Patterson ◽  
Eric S. Pevzner ◽  
...  
Keyword(s):  
North Carolina ◽  
Participatory Research ◽  
Tobacco Use ◽  
Research Study ◽  
Youth Empowerment ◽  
The North ◽  
Tobacco Use Prevention ◽  
The Impact

A Longitudinal Analysis of Efficacy Expectations and Exercise in Older Adults

2004 ◽  
Vol 18 (4) ◽  
pp. 331-344 ◽  
Author(s):  
Barbara Resnick
Keyword(s):  
Older Adults ◽  
Physical Health ◽  
Self Efficacy ◽  
Outcome Expectations ◽  
Analysis Of Covariance ◽  
Regular Exercise ◽  
Significant Difference ◽  
Efficacy Expectations ◽  
The Impact ◽  
Over Time

The purpose of this study was to consider the longitudinal changes in self-efficacy and outcome expectations for exercise and the impact of these variables on maintaining regular exercise over a 4-year period in a group of older adults living in a continuing care retirement community. There were 78 individuals who completed all four surveys. The participants had at least a high school education, and the majority were Caucasian (99%), female (83%) and either widowed or never married (80%). The mean age of the participants was 84.4 ± 5.1 years. Based on repeated measure analysis of covariance, controlling for mental and physical health, there was not a statistically significant difference in self-efficacy expectations (F = 2.0, p > .05) or outcome expectations (F = 2.2, p > .05) over time. There was a statistically significant decrease in exercise over time (F = 9.9, p < .05). Using path analysis it was demonstrated that self-efficacy expectations, outcome expectations, and physical health directly and indirectly influenced maintenance of regular exercise. Age, gender, and mental health had a limited and inconsistent influence on maintenance of exercise. Future research and clinical work should focus on developing and testing interventions that strengthen both self-efficacy and positive outcome expectations in older adults to facilitate maintenance of exercise behavior over time.

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