An Examination of the Relationship Between Teacher Efficacy and Curriculum-Based Measurement and Student Achievement

Allinder, Rose M.

doi:10.1177/074193259501600408

Cited by 139 publications

(121 citation statements)

References 31 publications

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“…Effective special services training workshops and the relative ease with which the Curriculum Based Measurement test procedures can be assimilated by practicing teachers likely had an impact on the high correlation scores. This result supports previous studies of inter-rater reliability ( Shinn, Good, Knutsen, Tilly, Collins, 1992;AUinder, 1995). The results are in agreement with others who have extensively studied reliability and validity o f CBM (Deno, 1985(Deno, , 1992Shinn, 1992;Deno, Mirkin, Marsdon, 1980).…”

Section: Discussionsupporting

confidence: 92%

The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum-based measurement.

Hedekar¹

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This manuscript has been reproduced from the microfilm m aster. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand com er and continuing from left to right in equal sections with small overlaps.Photographs included in the original manuscript have been reproduced xerographically in this copy.Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order.ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor. Ml 48106-1346 USA 800-521-0600 UMI' NOTE TO USERSThis reproduction is the best copy avaiiabie. UMI THE EFFECTS OF MONTH OF BIRTH AND GENDER ON ELEMENTARY READING AND WRITING FLUENCY SCORES USING CURRICULUM BASED MEASUREMENT 1STABSTRACT This study used Cuiriculum Based Measurement data o f students' reading and writing fluency to investigate the relationship between scores on these achievement measures, the gender o f the students, and the month in which the students were bom. The sample consisted o f 2,367 elementary school students randomly selected for a school district norming study. The measurements were collected by learning assistance teachers and support teachers in each elementary school. Successive measurements were taken during October, January, and April of the 1995/96 school year. A core group o f 1849 was utilized for the gender and birtfadate effect study. Scores were atudyzed using a two by tfiree analysis of variance. Gender, month of birth and the dependent variables of reading, and written expression scores were analyzed for each of the seven different grade levels. Repeated measures for October, January and April were compared for trends in reading, and written expression fluency over a school year. A consistent gender effect was found at all grade levels. Male students' mean score in reading, writing and spelling was lower than female students' mean score at every grade level. There was not a significant birthdate effect or a significant interaction between gender and month of birth. The month of a student's birth had no effect on the student's ability to read or write for any grade level.ti Tables V Acknowledgment vi

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Section: Discussionsupporting

confidence: 92%

The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum-based measurement.

Hedekar¹

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“…Newmann, Rutter, and Smith (1989) verified that teaching effectiveness can increase a student's achievement. Allinder (1995) found that the a highly effective teacher can often raise the students' overall learning goal and set up a high expectation to help them achieve better performance. A teacher with high teaching effectiveness will trust he or she can help most of their students to learn, even if they are the most difficult students to teach and who are the least motivated to learn (Guskey, 1988).…”

Section: Teaching Effectivenessmentioning

confidence: 99%

How Well-Being Mediates the Relationship between Social Support and Teaching Effectiveness

Chi¹,

Yeh²,

Wu³

2014

JEL

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When the function of the family does not work adequately, and the value of society is confusing, teachers become important promoters to turn this situation into a clear direction, and their behaviors can deeply influence their students. However, teachers are not isolated individuals left to fight alone or to concentrate only on their own work without having regard with what is happening in the outside world. They need resources from the sharing of the experience of peers, interaction within a social network, and social support for encouragement. A teacher with well-being can build self-confidence and hold an optimistic attitude and will present his or her best to their students. In addition, principal leadership plays a very important role in the operation of a school, and it will profoundly impact a teacher's service morale, teaching attitude, and effectiveness. Principal leadership is also a critical factor to decide whether the implementation of school affairs will succeed or not. The study aims to examine the impacts of social support, well-being, principal leadership on teaching effectiveness, the mediating effect of well-being between social support and teaching effectiveness, and the moderating effect of principal leadership between social support and teaching effectiveness. The study uses a questionnaire as the survey method to collect data from Chiayi County elementary school teachers in Taiwan. The authors dispatched a total of 300 questionnaires, and collected 265 valid copies. The effective response rate is 81.67%. The findings of the research are as follows: (1) Social support will positively and significantly affect teaching effectiveness, (2) social support will positively and significantly affect well-being, (3) well-being will positively and significantly affect teaching effectiveness, (4) principal leadership will positively and significantly affect teaching effectiveness, (5) well-being has mediating effect between social support and teaching effectiveness, and (6) principal leadership has no moderating effect between social support and teaching effectiveness.

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“…On the other hand, teachers' self-efficacy is considered one of the major factors influencing the achievement of educational goals as defined by the institutions and educational centers (Allinder, 1995). Therefore, the notion of teacher self-efficacy has attracted many researchers' attention and has become a seminal area for investigation.…”

Section: Introductionmentioning

confidence: 99%

The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers’ Perceived Self-Efficacy

Estaji¹,

Hossein²

2017

The Journal of AsiaTEFL

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In educational settings, teacher-student relationships are considered significant for their influences on students' learning and academic lives. Interpersonal skills, social persuasion, and stroking behavior, the recognition, attention or responsiveness that one person gives another (McKenna, 1974), can promote such a relationship and affect teachers' self-efficacy beliefs. This study attempted to investigate the relationship and interaction between the frequency of strokes and the perceived selfefficacy of EFL teachers, considering their gender and level of experience. In order to collect data, 180 EFL teachers, both male and female with different years of experience, completed a booklet questionnaire consisting of demographic information, the Teacher Self-efficacy scale (Bandura, 2006;Skaalvik & Skaalvik, 2007;Tschannen-Moran & Woolfolk Hoy, 2001), and the Stroking Profile (McKenna, 1974). The results of the analysis, using a Spearman rho correlation, indicated a significantly strong positive correlation between the frequency of receiving and accepting positive strokes and the participants' self-efficacy. There was also a strong negative correlation between frequency of receiving and accepting negative strokes and self-efficacy. However, the frequency of requesting strokes and self-efficacy was weak but significant for positive strokes but non-significant for negative ones. Overall, no difference was found for teachers' self-efficacy with regard to stroke frequency across gender and years of experience. Further, the results of a factorial ANOVA demonstrated that no interaction existed among frequency of strokes, self-efficacy, gender, and EFL teachers' experience levels. Hence, the more EFL teachers were provided with positive strokes, the higher their sense of self-efficacy would be. The findings imply that strokes, particularly positive strokes as a source of self-efficacy for EFL teachers, should be seriously taken into account.

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An Examination of the Relationship Between Teacher Efficacy and Curriculum-Based Measurement and Student Achievement

Cited by 139 publications

References 31 publications

The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum-based measurement.

The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum-based measurement.

How Well-Being Mediates the Relationship between Social Support and Teaching Effectiveness

The Interplay of Receiving, Accepting, and Asking for Strokes and Iranian EFL Teachers’ Perceived Self-Efficacy

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