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Showing 1 to 15 of 23 results Save | Export
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Ross, John A.; Gray, Peter – School Effectiveness and School Improvement, 2006
Transformational leadership researchers have given little attention to teacher expectations that mediate between goals and actions. The most important of these expectations, teacher efficacy, refers to teacher beliefs that they will be able to bring about student learning. This study examined the mediating effects of teacher efficacy by comparing…
Descriptors: Transformational Leadership, Teacher Attitudes, Elementary School Teachers, Foreign Countries
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Ross, John A.; Hogaboam-Gray, Anne; Gray, Peter – Leadership and Policy in Schools, 2004
Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary…
Descriptors: Teacher Effectiveness, Structural Equation Models, Academic Achievement, Social Cognition
Ross, John A.; Hogaboam-Gray, Anne; Gray, Peter – 2003
Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary…
Descriptors: Academic Achievement, Elementary Education, Elementary School Teachers, Participative Decision Making
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Ross, John A.; Bruce, Catherine D. – Teacher Development, 2012
The authors extend findings from qualitative research on the effects of action research by reporting two linked quantitative studies (N = 80 and 105). They found that teachers who participated in collaborative action research experienced statistically significant improvements in attitudes to educational research and teacher efficacy. The pre-post…
Descriptors: Action Research, Educational Research, Qualitative Research, Data Analysis
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Ross, John A.; Sibbald, Timothy – Alberta Journal of Educational Research, 2010
External diagnosis is recommended when schools lack the capacity to assess their needs. This qualitative study of one Ontario district compared 33 elementary schools that conducted external diagnosis with 47 schools that used internal diagnosis. External diagnosis created pressure for change, helped schools develop a plan that included previously…
Descriptors: Foreign Countries, Teacher Effectiveness, Instructional Leadership, Comparative Analysis
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Ross, John A.; Hogaboam-Gray, Anne; Hannay, Lynne – Elementary School Journal, 2001
Examined effects of a change in teacher efficacy on primary school students' computer cognitions and skills when students moved to a new grade. Found that teacher efficacy explained 7 to 9 percent of student outcome variance. Effects were stronger when district inservice training was differentiated, distributed throughout the information period,…
Descriptors: Computer Uses in Education, Elementary School Students, Elementary School Teachers, Inservice Teacher Education
Ross, John A.; Gray, Peter – Canadian Journal of Education, 2006
Principals are held accountable for student achievement although most studies find that they have no direct effect on it. In this study we tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity. Path analysis of data from 205 elementary…
Descriptors: Instructional Leadership, Transformational Leadership, Teacher Effectiveness, Path Analysis
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Ross, John A. – Teaching and Teacher Education, 1994
Reports an effort to stimulate teacher efficacy by providing a teacher inservice to increase knowledge and skill in cooperative-learning techniques. Researchers measured teacher efficacy three times over eight months. Results indicated use of inservice knowledge, not exposure to it, contributed to changes in efficacy; and general, not personal,…
Descriptors: Cooperative Learning, Elementary School Teachers, Elementary Secondary Education, Faculty Development
Bruce, Catherine D.; Ross, John A. – Canadian Journal of Education, 2008
This study examined the effects of peer coaching on mathematics teaching practices and teacher beliefs about their capacity to have an impact on student learning. Twelve teachers in grades 3 and 6 participated in a brief but intensive professional development program over six months. The program focused on effective mathematics teaching strategies…
Descriptors: Teacher Effectiveness, Interaction, Educational Change, Grade 3
Ross, John A.; Cousins, J. Bradley; Gadalla, Tahany; Hannay, Lynne – 1999
This paper examines how teachers' expectations of their ability to produce student learning varies within teaching assignments. In the study described here, 359 teachers in 9 restructuring secondary schools in 1 district estimated their ability to perform common teaching tasks in 4 of the courses they expected to teach in the coming school year.…
Descriptors: Educational Change, Foreign Countries, School Restructuring, Secondary Education
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Ross, John A.; And Others – Teaching and Teacher Education, 1996
Experienced secondary teachers completed a survey probing their feelings of personal efficacy toward teaching different classes. Teachers' performance expectancies varied among teaching assignments. Within-teacher factors accounted for 21 percent of the variance in teacher efficacy (TE). The influence of within-teacher factors on TE was moderated…
Descriptors: Individual Power, Predictor Variables, Secondary Education, Secondary School Teachers
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Ross, John A. – Journal of Educational Research, 2004
Recent research on effective schools (e.g., Pressley et al., 2001) identified consistent associations between students' literacy achievement and teacher practice. In this study, the author extended those correlational findings by conducting a controlled experiment to test the claims about 1 practice recommended by recent effective schools…
Descriptors: Effective Schools Research, Teacher Effectiveness, Physical Activities, Emergent Literacy
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Ross, John A.; Starling, Michelle – Assessment in Education: Principles, Policy & Practice, 2008
We investigated the impact of self-assessment training on student achievement and on computer self-efficacy in a technology-supported learning environment (grade 9 students using Global Information Systems software). We found that self-assessment had a positive effect on student achievement, accounting for 25% of the variance across three…
Descriptors: Context Effect, Self Evaluation (Individuals), Training, Academic Achievement
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Ross, John A. – Teachers College Record, 1995
Reviews research on teacher efficacy, concluding that teachers who believe they are effective set more challenging goals for themselves and their students, take responsibility for student outcomes, and persist when faced with obstacles to learning. The article suggests that efforts to improve schools should include attention to teacher efficacy.…
Descriptors: Academic Achievement, Elementary School Teachers, Elementary Secondary Education, Higher Education
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Ross, John A. – Canadian Journal of Education, 1992
Relationships among student achievement, teacher efficacy, and interactions with 6 history teaching coaches were studied for 18 seventh and eighth grade history teachers in 36 classes. Student achievement was higher when teachers had more contact with coaches and when teachers had more confidence in education's effectiveness. (SLD)
Descriptors: Academic Achievement, Classroom Techniques, Foreign Countries, Grade 7
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