THE EFFECTS OF TEACHER QUALIFICATION, TEACHER SELF-EFFICACY, AND CLASSROOM PRACTICES ON FIFTH GRADERS' LITERACY OUTCOMES

被引：136

作者：

Guo, Ying ^{[1
]}

Connor, Carol McDonald ^{[2
,3
]}

Yang, Yanyun ^{[4
]}

Roehrig, Alysia D. ^{[5
]}

Morrison, Frederick J. ^{[6
]}

机构：

[1] Univ Cincinnati, Sch Educ, Cincinnati, OH 45221 USA

[2] Florida State Univ, Dept Psychol, Tallahassee, FL 32306 USA

[3] Florida State Univ, Sch Educ, Tallahassee, FL USA

[4] Florida State Univ, Dept Educ Psychol & Learning Syst, Tallahassee, FL 32306 USA

[5] Florida State Univ, Coll Educ, Tallahassee, FL 32306 USA

[6] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA

来源：

ELEMENTARY SCHOOL JOURNAL | 2012年 / 113卷 / 01期

关键词：

READING-COMPREHENSION; STUDENT-ACHIEVEMENT; FIT INDEXES; INSTRUCTION; 1ST-GRADE; EXPERIENCE; MEDIATION; CONSTRUCT; LANGUAGE; QUALITY;

D O I：

10.1086/665816

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the effects of teacher self-efficacy, education, and years of experience on observed classroom practices across 2 dimensions-teacher support for student learning and time in academics-as they related to fifth-grade students' (n = 1,043) literacy skills. To address these issues, the study used longitudinal data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Teacher self-efficacy is assessed on a survey that indicates the extent to which teachers believe they can make a difference in their students' achievement. Structural equation modeling results indicated that teachers with a higher sense of self-efficacy showed more support and provided a more positive classroom environment than did teachers with lower self-efficacy; in addition, their students had stronger literacy skills. Teachers with greater self-efficacy and more years of experience spent less time in academics.

引用

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页码：3 / 24

页数：22

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