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Bates, Alan B.; Latham, Nancy; Kim, Jin-ah – School Science and Mathematics, 2011

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…

Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Education Programs, Self Efficacy

Evans, Brian R. – School Science and Mathematics, 2011

The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…

Descriptors: Classroom Techniques, Methods Courses, Mathematics Education, Self Efficacy

Hammack, Rebekah; Ivey, Toni – School Science and Mathematics, 2017

Research indicates that teacher efficacy influences student achievement and is situation specific. With the Next Generation Science Standards calling for the incorporation of engineering practices into K-12 classrooms, it is important to identify teachers' engineering teaching efficacy. A study of K-5 teachers' engineering self-efficacy and…

Descriptors: Elementary School Teachers, Engineering Education, Self Efficacy, Pedagogical Content Knowledge

Yetkin Ozdemir, I. Elif; Pape, Stephen J. – School Science and Mathematics, 2013

Research and theory suggest several instructional practices that could enhance student self-efficacy. However, little is known about the ways these instructional practices interact with individual students to create opportunities or challenges for developing adaptive self-efficacy. In this study, we focused on two sources of efficacy, mastery…

Descriptors: Teaching Methods, Context Effect, Classroom Environment, Self Efficacy

Lofgran, Brandi B.; Smith, Leigh K.; Whiting, Erin F. – School Science and Mathematics, 2015

This study examined the science self-efficacy beliefs of students at the transition from elementary school (Grade 6) to middle school (Grade 7) and the transition from middle school (Grade 8) to high school (Grade 9). The purpose was to determine whether students' perceived competence is impacted at these important school transitions and if the…

Descriptors: Self Efficacy, Science Achievement, Competence, Articulation (Education)

Knaggs, Christine M.; Sondergeld, Toni A.; Henry, Dawn – School Science and Mathematics, 2017

Using a quasi-experimental mixed methods concurrent design, this study measured the science self-efficacy of pre-service elementary teachers before and after a survey of science content course. Further, this course was delivered in two different formats: face-to-face and hybrid (approximately 50% online), and compared pre-and post-science…

Descriptors: Science Instruction, Self Efficacy, Preservice Teachers, Online Courses

Cone, Neporcha – School Science and Mathematics, 2009

Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self-efficacy. The purpose of this study was to investigate the effects of community-based service learning (CBSL) experiences on preservice elementary teachers' personal self-efficacy…

Descriptors: Preservice Teachers, Self Efficacy, Service Learning, Preservice Teacher Education

Baldwin, Kathryn A. – School Science and Mathematics, 2014

This study examined prospective elementary education majors' science teaching self-efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) was administered during the first and last lab class sessions. Additionally, students were…

Descriptors: Elementary School Teachers, Science Instruction, Science Teachers, Geology

Linder, Sandra M.; Smart, Julie B.; Cribbs, Jennifer – School Science and Mathematics, 2015

This paper presents the results of a multi-method study examining elementary students with high self-reported levels of mathematics motivation. Second- through fifth-grade students at a Title One school in the southeastern United States completed the Elementary Mathematics Motivation Instrument (EMMI), which examines levels of mathematics…

Descriptors: Elementary School Students, Elementary School Mathematics, Student Motivation, Grade 2

Ross, John A.; Scott, Garth; Bruce, Catherine D. – School Science and Mathematics, 2012

Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy-value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self-beliefs. Extant literature is…

Descriptors: Self Efficacy, Failure, Mathematics Achievement, Social Cognition

Sibbald, Tim – School Science and Mathematics, 2009

This article addresses a gap in the literature by developing a theory that bridges lesson study and self-efficacy. Since self-efficacy has been linked to student achievement, the theory is important as an explanatory mechanism linking lesson study to student achievement. The theory was developed using grounded theory based on primary source data…

Descriptors: Teacher Improvement, Teacher Collaboration, Self Efficacy, Grounded Theory

Lewis, Elizabeth; Dema, Oxana; Harshbarger, Dena – School Science and Mathematics, 2014

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links…

Descriptors: Preservice Teachers, Preservice Teacher Education, Science Instruction, Classroom Communication

Avery, Leanne M.; Meyer, Daniel Z. – School Science and Mathematics, 2012

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

Descriptors: Self Efficacy, Scientific Research, Science Instruction, Science Curriculum

Brown, Sherri L.; Ronau, Robert R. – School Science and Mathematics, 2012

While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n = 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns…

Descriptors: Student Attitudes, Structural Equation Models, Self Efficacy, Measures (Individuals)

Knaggs, Christine M.; Sondergeld, Toni A. – School Science and Mathematics, 2015

Academic science achievement of U.S. students has raised concerns regarding our ability as a nation to compete in a global economy. Additionally, research has shown that many elementary teachers have weak science content backgrounds and had poor/negative experiences as students of science, resulting in a lack of confidence regarding teaching…

Descriptors: Preservice Teachers, Elementary School Teachers, Statistical Analysis, Self Efficacy