Peer reviewed
Direct linkERIC Number: EJ1012218
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1521-0960
EISSN: N/A
Teacher Efficacy as a Conduit for Enhancing Attitudes toward Teaching Reading to African-American Students
Banks, Joy; Dunston, Yolanda L.; Foley, Teresa E.
Multicultural Perspectives, v15 n1 p19-26 2013
Through this study the authors aimed to determine the impact of a reading course and tutoring for elementary school youth enrolled in an after-school program in a low-income community. They conclude that multicultural field-based tutoring experiences connected to a content area course can increase teachers' pedagogical knowledge and teacher efficacy when teaching low-income, African-American students. (Contains 3 tables.)
Descriptors: Teacher Effectiveness, Teacher Attitudes, African American Students, Tutoring, After School Programs, At Risk Students, Low Income Groups, Pedagogical Content Knowledge, Student Diversity, Multicultural Education, Community Centers, Elementary School Students, Reading Instruction, Reading Difficulties, Intervention, Preservice Teachers, Graduate Students, Culturally Relevant Education, Attitude Change
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
