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Development and Validation of an Instrument to Measure Secondary Teachers' Self-Efficacy in Reading Instruction (STERI) Across the Content Areas

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dc.contributor.advisor Miller, Angela DBuehl, Michelle M
dc.contributor.author Ramirez, Erin Marie
dc.creator Ramirez, Erin Marie
dc.date.accessioned 2016-09-28T10:21:22Z
dc.date.available 2016-09-28T10:21:22Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/1920/10430
dc.description.abstract The purpose of this study was to develop and validate a scale to measure Secondary Teachers Sense of Efficacy for Reading Instruction (STERI) across the content areas. The study began by examining the adolescent literacy and teacher self-efficacy literature. Following social cognitive theory and Bandura’s (1977) conception of self-efficacy, items were written around three hypothesized factors that encompassed adolescent literacy instruction. The three hypothesized factors were: Self-Efficacy for Using Content-Area Reading Strategy Instruction, Self-Efficacy for Motivating Students to Read, and Self-Efficacy for Teaching Struggling Readers.
dc.format.extent 422 pages
dc.language.iso en
dc.rights Copyright 2016 Erin Marie Ramirez
dc.subject Educational psychology
dc.subject Secondary education
dc.subject Educational tests & measurements
dc.subject Adolescent literacy instruction
dc.subject Content-Area literacy
dc.subject Scale development
dc.subject Survey design
dc.subject Teacher beliefs
dc.subject Teacher self-efficacy
dc.title Development and Validation of an Instrument to Measure Secondary Teachers' Self-Efficacy in Reading Instruction (STERI) Across the Content Areas
dc.type Dissertation
thesis.degree.level Ph.D.
thesis.degree.discipline Education
thesis.degree.grantor George Mason University


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