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32
Another motivational issue is related to teacher efficacy. Teacher efficacy is
defined as a teacher’s “judgment of his or her capabilities to bring about desired
outcomes of student engagement and learning, even among those students who may
be difficult or unmotivated” (Bandura, 1986, p. 391). Under Bandura’s (1986)
cognitive social learning theory of self efficacy, judgments of efficacy are based
upon four types of information: performance accomplishments, vicarious
experiences, verbal persuasion and emotional states. His research found
performance accomplishments to have the strongest effect on teacher efficacy. “In
an educational sense, teachers’ beliefs about their own capabilities determine their
behavior, their thought patterns, and their emotional reactions to challenging
situations” (Hipp, 1997, p. 3). According to Ashton (1994), this sole characteristic
has demonstrated a consistent relationship to student achievement. Research has
found that the higher the teacher efficacy, the more a teacher invests in teaching,
establishing high goals and aspirations, and implementing greater levels of planning
and organization (Tschannen-Moran & Hoy, 2001). When a teacher believes in
himself to reach desired student outcomes, then he is more willing to experiment
with a variety of teaching styles and approaches to ensure his students’ diverse needs
are met. Efficacy also affects a teacher’s persistence and resilience; enabling
teachers to work with students demonstrating difficulty learning new concepts
without becoming overly critical of the students’ abilities (Tschannen-Moran & Hoy,
2001). Essentially, teachers with higher levels of self efficacy took greater
responsibilities for their students’ successes or failures, rather than blaming outside
Object Description
| Title | An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District |
| Author | Molina-Solis, Lesette Wendy |
| Author email | lwm5995@lausd.net; molinaso@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-28 |
| Advisor (committee chair) |
Rueda, Robert S. Marsh, David D. |
| Advisor (committee member) | Escalante, Michael F. |
| Abstract | The purpose of this case study was to conduct a gap analysis for the pervasive underperformance of Hispanic English Learner (EL) students in Rowland Unified School District. This qualitative inquiry project looked at educational practices from elementary through middle school throughout the district and how these aligned to district initiatives for narrowing the gap. Through the use of interviews, observations and surveys, the authors gathered information to develop perceived root causes and then formulate solutions to present to the Superintendent and her executive board.; The process of change, district support and cultural proficiency all contributed to the existing Hispanic EL achievement gap in Rowland Unified. Despite the district’s efforts in addressing the students’ needs via district wide initiatives supported from a grant through the Ball Foundation, high beliefs in collaboration and de-centralized nature of the district, Hispanic EL student needs were not adequately being addressed. In actuality, the fairly recent programs identified to address EL needs had not been fully implemented by all district stakeholders. Although district level personnel demonstrated much support and commitment to addressing EL student needs, the decentralized nature of the district hampered the implementation with fidelity of EL classroom strategies. Lastly, a sufficient percentage of staff members had perceived assumptions about their students’ academic progress. The staff overwhelming demonstrated limited cultural proficiency about their students’ home life, background and knowledge base to adequately aid their students in gaining access to the classroom curriculum. In addition to sustaining and ensuring implementation of research based effective teaching practices for ELs, staff members need to increase their understanding of their students’ cultural background through guidance and increased accountability from the district. |
| Keyword | Hispanic EL; achievement gap; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2001/2010 |
| 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 |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3802 |
| Contributing entity | University of Southern California |
| Rights | Molina-Solis, Lesette Wendy |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-MolinaSolis-4309 |
| Archival file | uscthesesreloadpub_Volume14/etd-MolinaSolis-4309.pdf |
Description
| Title | Page 39 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 32 Another motivational issue is related to teacher efficacy. Teacher efficacy is defined as a teacher’s “judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated” (Bandura, 1986, p. 391). Under Bandura’s (1986) cognitive social learning theory of self efficacy, judgments of efficacy are based upon four types of information: performance accomplishments, vicarious experiences, verbal persuasion and emotional states. His research found performance accomplishments to have the strongest effect on teacher efficacy. “In an educational sense, teachers’ beliefs about their own capabilities determine their behavior, their thought patterns, and their emotional reactions to challenging situations” (Hipp, 1997, p. 3). According to Ashton (1994), this sole characteristic has demonstrated a consistent relationship to student achievement. Research has found that the higher the teacher efficacy, the more a teacher invests in teaching, establishing high goals and aspirations, and implementing greater levels of planning and organization (Tschannen-Moran & Hoy, 2001). When a teacher believes in himself to reach desired student outcomes, then he is more willing to experiment with a variety of teaching styles and approaches to ensure his students’ diverse needs are met. Efficacy also affects a teacher’s persistence and resilience; enabling teachers to work with students demonstrating difficulty learning new concepts without becoming overly critical of the students’ abilities (Tschannen-Moran & Hoy, 2001). Essentially, teachers with higher levels of self efficacy took greater responsibilities for their students’ successes or failures, rather than blaming outside |
