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Direct linkCisneros, Jesus; Cadenas, German – Journal of Student Affairs Research and Practice, 2017
DREAMzone is an educational intervention designed to increase higher education professionals' competency and self-efficacy for working with undocumented students. Grounded in social learning theory, we developed the DREAMer-ally instrument to investigate the effects of DREAMzone on DREAMer-ally competency and self-efficacy. Findings support the…
Descriptors: Higher Education, Staff Development, Self Efficacy, Competency Based Education
Weißenrieder, Jochen; Roesken-Winter, Bettina; Schueler, Sven; Binner, Elke; Blömeke, Sigrid – ZDM: The International Journal on Mathematics Education, 2015
Whereas much is known about designing effective continuous professional development (CPD) for teachers, little is known about spillover effects of CPD by fostering collegial interactions. In this respect, the self-efficacy expectancy of multipliers to spread CPD issues within their own school is an important predictor for scaling. Self-efficacy…
Descriptors: Communities of Practice, Professional Continuing Education, Self Efficacy, Teacher Collaboration
Higgins, Helen; Gulliford, Anthea – Educational Psychology in Practice, 2014
There has been a noted growth in the number of teaching assistants (TAs) in mainstream schools. Research is inconclusive about their efficacy at changing outcomes for children and has proposed more training for TAs. Generic training models have suggested that enhancing self-efficacy in turn improves performance. This exploratory study investigated…
Descriptors: Self Efficacy, Teaching Assistants, Mainstreaming, Performance Factors
McCartney, Kathleen Perry – ProQuest LLC, 2013
This study examined the effects of a short-term professional development on the mathematical knowledge, anxiety, and attitudes of intermediate teachers. Participants in the control and experimental groups were pre-tested for knowledge using the eighth grade TCAP Item Sampler. Anxiety was measured through the use of Suinn and Winston's (2003)…
Descriptors: Mathematics Teachers, Intermediate Grades, Anxiety, Faculty Development
