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Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom

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dc.contributor.advisor Miller, Angela D.
dc.contributor.author Lenser, Mónica L
dc.creator Lenser, Mónica L
dc.date 2013-11-26
dc.date.accessioned 2014-06-04T17:20:16Z
dc.date.available 2014-06-04T17:20:16Z
dc.date.issued 2014-06-04
dc.identifier.uri http://hdl.handle.net/1920/8725
dc.description.abstract The purpose of this investigation was to explore two types of teacher self-efficacy and how they relate to teachers’ beliefs regarding classroom instruction for English Language Learners (ELLs) within the context of an American history professional development program. With guidance from theoretical and empirical research related to social cognitive theory, a measure – the Self-efficacy for Student-oriented Teaching (SE-SOT) Scale– was developed. The SE-SOT, in conjunction with a measure of Culturally Responsive Teacher Self-efficacy (CRTSE) and a measure of ELL best practices, was administered to in-service teachers in the mid-Atlantic region. The purpose of this investigation was threefold. Firstly, it sought to explore the relationship between self-efficacy for student-oriented teaching and culturally responsive teacher self-efficacy. Secondly, it sought to examine the relationships and predictive nature of these two measures with that of a third measure – the Best Practices for ELLs in Social Studies (BPELS) Scale– the development of which was guided by research and literature that described appropriate classroom instruction for ELLs. Thirdly, it sought to explore the factorial nature of these three measures and investigate how the resulting dimensionality of the CRTSE Scale relates to that of previous research. This study revealed several important findings: (1) teacher’s self-efficacy for student-oriented teaching and culturally responsive teacher-self efficacy are moderately correlated, (2) both measures of teacher self-efficacy are correlated to teachers’ projected use of best practices in the classroom, (3) culturally responsive teacher self-efficacy was revealed as a mediator between teachers’ self-efficacy for student-oriented teaching and best practices for ELLs in social studies, and (4) three factors appear to be key when measuring best practices for ELLs in social studies. The limitations and implications of these findings are discussed. en_US
dc.language.iso en en_US
dc.subject teacher self-efficacy en_US
dc.subject English Language Learners (ELLS) en_US
dc.subject Social Studies instruction en_US
dc.subject teacher practices en_US
dc.subject teacher beliefs en_US
dc.title Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom en_US
dc.type Thesis en
thesis.degree.name Master of Science in Educational Psychology en_US
thesis.degree.level Master's en
thesis.degree.discipline Educational Psychology en
thesis.degree.grantor George Mason University en


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