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首页> 外文期刊>School Science and Mathematics >Analysis of Environmental and General Science Teaching Efficacy Among Instructors with Contrasting Class Ethnicity Distributions: A Four-Dimensional Assessment
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Analysis of Environmental and General Science Teaching Efficacy Among Instructors with Contrasting Class Ethnicity Distributions: A Four-Dimensional Assessment

机译：班级种族分布不同的教师的环境和一般科学教学效能分析：四维评估

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摘要

The context and nature of teacher efficacy beliefs provide a method upon which to explore science teachers' perceptions of their teaching effectiveness and student achievement as a function of ethnicity. Promotion of a more in-depth knowledge of science teaching efficacy requires cross-sectional and longitudinal investigations. In this study, a bi-disciplinary four-dimensional assessment is utilized to measure personal teacher efficacy, outcome expectancy, classroom management (CM), and student engagement (SE). Major findings from this study conclude that science teaching efficacy was markedly lower for science teachers with high minority class ethnicity distribution (CED) when compared with efficacy levels of teachers with high nonminority CED. Additionally, when examining efficacy dimensions separately, markedly lower mean efficacy dimension responses were consistent for teachers with high minority CED; however, only CM and SE were considered statistically different. Results were consistent for both the environmental and general science disciplines.
机译：教师效能信念的背景和性质提供了一种方法，可以用来探索理科教师对其教学效能和学生成就的看法，这些看法是种族的函数。促进对科学教学功效的更深入了解需要进行横断面和纵向研究。在这项研究中，采用了双学科的四维评估来衡量个人教师的效能，预期成果，课堂管理（CM）和学生敬业度（SE）。这项研究的主要结论是，与非少数民族CED较高的教师的效能水平相比，具有较高少数民族等级（CED）的科学教师的科学教学效能明显较低。此外，当分别检查功效维度时，具有较高少数民族CED的教师的平均功效维度响应明显较低；但是，只有CM和SE在统计上有所不同。对于环境和一般科学学科而言，结果都是一致的。

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