ERIC Number: ED495708
Record Type: Non-Journal
Publication Date: 2007-Jan
Believing and Achieving. Issue Brief
Jerald, Craig D.
Center for Comprehensive School Reform and Improvement
This research brief takes a look at the role of teacher efficacy-how teachers' beliefs in their own abilities affect student achievement. The brief examines the influence of perceived efficacy and building teacher confidence (social persuasion, collegiality, and shared decision making). It concludes by asserting that more positive steps must be taken to help teachers believe in their own abilities if we want teachers to also believe that in their students' ability to learn and take responsibility for their educational outcomes. The brief also provides a list of websites that allow educators to identify schools that are similar to their own but achieve better outcomes. (Contains 27 endnotes.) [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Attitudes, Self Efficacy, Teacher Influence, Collegiality, Participative Decision Making, Teacher Collaboration, Web Sites, Student Attitudes
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site: http://www.centerforcsri.org
Publication Type: Collected Works - Serial; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Elementary and Secondary Education (ED), Washington, DC.
Authoring Institution: N/A