Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment

被引：37
作者：
Guo, Ying [1 ]
Dynia, Jaclyn M. [2 ]
Pelatti, Christina Yeager [3 ]
Justice, Laura M. [2 ]
机构：
[1] Univ Cincinnati, Sch Educ, Cincinnati, OH 45221 USA
[2] Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Columbus, OH 43210 USA
[3] Towson Univ, Dept Audiol Speech Language Pathol & Deaf Studies, Towson, MD USA
来源：
TEACHING AND TEACHER EDUCATION | 2014年 / 39卷
关键词：
Teacher self-efficacy; Classroom quality; Language and literacy skills; Children with language impairment; PROFESSIONAL-DEVELOPMENT; RISK; FAMILY; BELIEFS; SENSE; INSTRUCTION; ACHIEVEMENT; PREVALENCE; PREDICTORS; COMMUNITY;
D O I：
10.1016/j.tate.2013.11.005
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study described the self-efficacy of early childhood special education (ECSE) teachers (n = 28) and investigated relations among teacher self-efficacy, classroom quality, and language and literacy gains of children with language impairment (LI; n = 108), as well as the extent to which classroom quality moderated the relations between teacher self-efficacy and children's language and literacy gains. Overall, ECSE teachers received high ratings for their self-efficacy. Lower levels of ECSE teachers' self-efficacy were associated with greater gains in children's language and literacy when children with LI were in classroom with a higher instructional support. (c) 2013 Elsevier Ltd. All rights reserved.
引用
收藏
页码：12 / 21
页数：10
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