The Resource The relationship between In-service teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs, instructional practices (CLASS), and student outcomes in the urban school setting, Karrie A Snider

The relationship between In-service teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs, instructional practices (CLASS), and student outcomes in the urban school setting, Karrie A Snider

Label
The relationship between In-service teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs, instructional practices (CLASS), and student outcomes in the urban school setting
Title
The relationship between In-service teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs, instructional practices (CLASS), and student outcomes in the urban school setting
Statement of responsibility
Karrie A Snider
Creator
Contributor
Author
Degree supervisor
Subject
Genre
Language
eng
Summary
Culturally responsive teaching self-efficacy and outcome expectancy beliefs have emerged as constructs to investigate pre-service teacher preparedness for teaching children who represent culturally, ethnically, economically, linguistically, racially and religiously diverse backgrounds, who often attend urban schools. Once prepared for urban education, the question remains, what are the classroom outcomes for teacher-graduates during their first years of teaching? Using the Culturally Responsive Teaching Self-Efficacy Belief Scale (CRTSE), the Culturally Responsive Outcome Expectancy Beliefs Scale (CRTOE), and the Classroom Assessment Scoring System (CLASS), this researcher explored K-6th grade classroom outcomes of in-service teachers (n=69) from one teacher education preparation program in a Midwest urban area. Multiple regression and correlation analyses were applied to investigate the relationship between CRTSE, CRTOE and CLASS scores as predictor variables of student outcomes. CRTSE, CRTOE and CLASS scores statistically significantly predicted 19.1 % of the variance student reading outcome scores. CRTSE and CRTOE scores were highly correlated, r(68) =. 562, p<.01. Supplementary analyses revealed participants' rated non-specific scale items higher than items more "culturally" specific. Such differential patterns indicated further development of the CRTSE and CRTOE scales is warranted. Descriptive analyses indicated contextual factors and differences between the school groups would assist in learning about variance in elementary students' outcomes. This study adds to the body of literature on teacher self-efficacy and outcome expectancy beliefs, and particularly provides teacher education a pathway for understanding the classroom outcomes related to their teacher-graduates
Cataloging source
UMK
http://library.link/vocab/creatorName
Snider, Karrie A.,
Degree
Ph.D.
Dissertation note
(School of Education).
Dissertation year
2015.
Granting institution
University of Missouri-Kansas City,
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Vartuli, Sue
http://library.link/vocab/subjectName
  • Education, Urban
  • Teachers
  • Teacher effectiveness
  • Cultural awareness
Label
The relationship between In-service teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs, instructional practices (CLASS), and student outcomes in the urban school setting, Karrie A Snider
Instantiates
Publication
Note
  • "A dissertation in Curriculum and Instruction and Educational Leadership, Policy and Foundations."
  • Advisor: Sue Vartuli
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 264-298)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier.
Color
black and white
Content category
text
Content type code
txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix A. Principal letter -- Appendix B. Recruitment letter -- Appendix C. Consent form -- Appendix D. Study presentation script -- Appendix E. Amended forms: recruitment letter, consent form, and directions for survey packet -- Appendix F. Teacher demographics survey -- Appendix G. Teacher belief and practice measures
Control code
913430642
Dimensions
unknown
Extent
1 online resource (300 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia.
Media type code
c
Other physical details
illustrations.
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)913430642
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
The relationship between In-service teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs, instructional practices (CLASS), and student outcomes in the urban school setting, Karrie A Snider
Publication
Note
  • "A dissertation in Curriculum and Instruction and Educational Leadership, Policy and Foundations."
  • Advisor: Sue Vartuli
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 264-298)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier.
Color
black and white
Content category
text
Content type code
txt
Content type MARC source
rdacontent.
Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix A. Principal letter -- Appendix B. Recruitment letter -- Appendix C. Consent form -- Appendix D. Study presentation script -- Appendix E. Amended forms: recruitment letter, consent form, and directions for survey packet -- Appendix F. Teacher demographics survey -- Appendix G. Teacher belief and practice measures
Control code
913430642
Dimensions
unknown
Extent
1 online resource (300 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia.
Media type code
c
Other physical details
illustrations.
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)913430642
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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