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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- The intent of this triangulation mixed methods research study was to document, measure, and corroborate changes in three beginning teachers’ instructional delivery practices, self-efficacy development, and use of reflective practices as reported by each beginning teacher, the researcher, and an independent observer. During the study the three beginning teachers participated in four professional development sessions aimed at enhancing their self-efficacy in teaching reading. These professional development sessions were focused on the utilization of reflection as a means of examining the three beginning teachers’ instructional practices in teaching reading and utilizing what they learned to adjust their instructional practices. A triangulation mixed methods design was used for this research study. Grounded in the worldview of advocacy and utilizing Bandura’s (1977, 1986) social cognitive theory of self-efficacy, the study’s three research questions were answered through data collected from surveys completed by the three beginning teachers, four semi-structured interviews, four months of reflective journal blogs, and four classroom observations. The survey, interview, and reflective blog data was analyzed to identify changes in beginning teachers’ self-efficacy, while the Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice was used for the classroom observations and documented the beginning teachers’ use of exemplary reading instructional practices. The findings explicitly show that the beginning teachers were able to use reflective practice in the teaching of reading and that their self-efficacy and use of exemplary instructional practices increased over time. Since the use of reflective practices while teaching can contribute to the development of beginning teachers’ self-efficacy, thereby supporting them in making wise instructional decisions as they teach, reflection should be an integral component of the professional development program for beginning teachers.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2011.
- Bibliography:
- Includes bibliographical references (leaves 193-201).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Sherian E. Demetrius. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB2844.4.N4 D46 2011_DemetriusSheridan ( BU-Local )
- Classification:
- LB2844.4.N4 D46 2011 ( lcc )
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