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WHAT IS THE RELATIONSHIP BETWEEN SELF-EFFICACY OF COMMUNITY COLLEGE MATHEMATICS FACULTY AND EFFECTIVE INSTRUCTIONAL PRACTICE?
by
Oghwa Ladner
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirement for the Degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Oghwa Ladner
Object Description
| Title | What is the relationship between self-efficacy of community college mathematics faculty and effective instructional practice? |
| Author | Ladner, Oghwa |
| Author email | oladner@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-03-17 |
| Date submitted | 2008 |
| Restricted until | Restricted until 6 May 2010. |
| Date published | 2010-05-06 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Stowe, Kathy Gothold, Stuart |
| Abstract | This study, What Is the Relationship between Community College Mathematics Faculty and Effective Instructional Practice, stems from the research that teachers' self-efficacy has proved to be significantly related to teachers' success that impacts student learning. Researchers note that the most important factor affecting a student's learning is the teacher. The teacher's beliefs about self-efficacy shape their instructional practice.; Data collection for this research consists of a mixed method of quantitative data that include three surveys and the qualitative data of interviews and observations. Out of 277 delivered surveys, 50 mathematics faculty responded. Using SPSS software, the results of the quantitative data reveal that teachers perceive themselves to be highly efficacious. The qualitative data from interviews support the quantitative data; however, a discrepancy is found from the observation data of the six teachers. The instructor's actual instructional practice tends to be less efficacious or less effective than their self-reporting perception of efficaciousness in instructional effectiveness.; When analyzing the efficacy and effectiveness levels of the six community college mathematics teachers, the range of efficaciousness varies from "moderately efficacious to slightly efficacious" and the effectiveness also ranges from "very effective and moderately effective" to "slightly effective and not effective." Two teachers who are "slightly effective and not effective" do not possess a K-12 teaching background. These two instructors’ ineffective teaching cannot be attributed solely to a lack of K-12 teaching experience. However, the lack of training in pedagogical knowledge and skills is an indicator that points out the importance of faculty's need for professional development.; As a result of this research, a definition of effective instruction is as follows. Effective instruction is the outcome of the input of pedagogy that engages student learning. The objective of this pedagogy is the mastery of content knowledge to increase student intellectual development by cognitively engaging the student with various types of knowledge dimension, direct instruction, and research-based strategies with the gravity force of classroom management in a caring learning environment. Effective teaching requires highly efficacious teachers who are motivated. Effective instruction and teacher efficacy are highly correlated by reciprocity of input and output. |
| Keyword | self-efficacy; community college mathematics faculty; effective instructional practice; gap analysis; mixed method study; efficacious teachers; professional development; knowledge dimension; dire |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1216 |
| Rights | Ladner, Oghwa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Ladner-20080506 |
| Archival file | uscthesesreloadpub_Volume14/etd-Ladner-20080506.pdf |
Description
| Title | Page 1 |
| Full text | WHAT IS THE RELATIONSHIP BETWEEN SELF-EFFICACY OF COMMUNITY COLLEGE MATHEMATICS FACULTY AND EFFECTIVE INSTRUCTIONAL PRACTICE? by Oghwa Ladner A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirement for the Degree DOCTOR OF EDUCATION May 2008 Copyright 2008 Oghwa Ladner |
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