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ERIC Number: ED546719
Record Type: Non-Journal
Publication Date: 2012
Pages: 196
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-9409-2
ISSN: N/A
Elementary, General-Education Teachers' Reports of Self-Efficacy in Using Evidenced-Based Instructional Strategies to Differentiate Instruction for Students with Disabilities
Stevens, Kimberly Y.
ProQuest LLC, Ed.D. Dissertation, University of Hartford
The purpose of this exploratory study was to describe elementary, general-education teachers' reports of self-efficacy (Bandura, 1997) in using Marzano et al.'s (2010) evidenced-based instructional strategies to differentiate instruction for students with disabilities. The two frameworks that guided this investigation were Bandura's (1997) theory of self-efficacy model and Marzano et al's (2010) evidenced-based instructional strategies. One data source served this study. Specifically the Differentiating Instruction Scale ([DIS]; Stevens, 2011), a researcher developed survey was used to gather information from teachers about their confidence in using Marzano et al.'s evidenced-based instructional strategies to differentiate instruction for students with disabilities in their classrooms. Forty-six elementary, general-education teachers from a large county school district in a southwestern state completed the DIS (Stevens, 2011), an Internet-based survey. The DIS was designed to measure teachers' levels of confidence in using Marzano et al's (2010) evidenced-based instructional strategies to differentiate instruction for students with disabilities in their classrooms. Data analyses revealed that elementary, general-education teachers in this study reported feeling confident in using Routine Strategies and Content Strategies, as described in the DIS (Stevens, 2011). Notably, elementary, general-education teachers reported feeling very confident in using On-the-Spot Strategies, as described in the DIS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A