The Experts below are selected from a list of 449391 Experts worldwide ranked by ideXlab platform
Don W. Edgar - One of the best experts on this subject based on the ideXlab platform.
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Structured Communication: Effects on Teaching Efficacy of Student Teachers.
Journal of Agricultural Education, 2009Co-Authors: Don W. Edgar, T. Grady Roberts, Tim H. MurphyAbstract:Teaching efficacy beliefs of agricultural science Student Teachers during field experiences may affect the number of Student Teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating Teachers and Student Teachers would have on Student Teachers’ self-perceived teaching efficacy during field experiences. The learning environment of field experiences must be more fully understood to explain why some Student Teachers enter the profession of agricultural science teaching and others do not. This study employed a quasi-experimental design with a nonrandom sample in a multiple time-series design. The average respondent in this study was a 23-year-old white undergraduate female located at a multiple-placement cooperating center. Respondents in an environment where the amount and type of communication between Student Teachers and cooperating Teachers was structured were less efficacious when compared with respondents who were not in a structured communication setting. In addition, Student Teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas Student Teachers who were not involved in structured communication increased in self-perceived teaching efficacy levels.
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Relationships between Personality Type and Teaching Efficacy of Student Teachers.
Journal of Agricultural Education, 2007Co-Authors: T. Grady Roberts, Don W. Edgar, Diana L. Mowen, Julie F. Harlin, Gary E. BriersAbstract:The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of Student Teachers. The population of interest was all agricultural science Student Teachers at Texas A&M University. The sampling frame included all Student Teachers during the spring and fall semesters of 2005 (n= 72). Teaching efficacy was measured using the long form of the Teachers’ Sense of Efficacy Scale, and the Myers-Briggs Type Indicator® (MBTI®) Form M was used to assess personality type. The typical Student teacher was a 22 year old white female who had enrolled in agricultural science courses in high school and who was currently completing an undergraduate degree. Student Teachers exhibited “Quite a Bit” of teaching efficacy throughout the Student teaching semester. Student Teachers were more extroverted (E), sensing (S), feeling (F), and judging (J). The two most commonly observed personality types were ESFJ and ENFP. Personality type of Student Teachers is negligibly related to teaching efficacy. Efficacy in instructional strategies is negatively related with sensing (S) and efficacy in classroom management is positively related to judging (J).
T. Grady Roberts - One of the best experts on this subject based on the ideXlab platform.
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Structured Communication: Effects on Teaching Efficacy of Student Teachers.
Journal of Agricultural Education, 2009Co-Authors: Don W. Edgar, T. Grady Roberts, Tim H. MurphyAbstract:Teaching efficacy beliefs of agricultural science Student Teachers during field experiences may affect the number of Student Teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating Teachers and Student Teachers would have on Student Teachers’ self-perceived teaching efficacy during field experiences. The learning environment of field experiences must be more fully understood to explain why some Student Teachers enter the profession of agricultural science teaching and others do not. This study employed a quasi-experimental design with a nonrandom sample in a multiple time-series design. The average respondent in this study was a 23-year-old white undergraduate female located at a multiple-placement cooperating center. Respondents in an environment where the amount and type of communication between Student Teachers and cooperating Teachers was structured were less efficacious when compared with respondents who were not in a structured communication setting. In addition, Student Teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas Student Teachers who were not involved in structured communication increased in self-perceived teaching efficacy levels.
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Relationships between Personality Type and Teaching Efficacy of Student Teachers.
Journal of Agricultural Education, 2007Co-Authors: T. Grady Roberts, Don W. Edgar, Diana L. Mowen, Julie F. Harlin, Gary E. BriersAbstract:The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of Student Teachers. The population of interest was all agricultural science Student Teachers at Texas A&M University. The sampling frame included all Student Teachers during the spring and fall semesters of 2005 (n= 72). Teaching efficacy was measured using the long form of the Teachers’ Sense of Efficacy Scale, and the Myers-Briggs Type Indicator® (MBTI®) Form M was used to assess personality type. The typical Student teacher was a 22 year old white female who had enrolled in agricultural science courses in high school and who was currently completing an undergraduate degree. Student Teachers exhibited “Quite a Bit” of teaching efficacy throughout the Student teaching semester. Student Teachers were more extroverted (E), sensing (S), feeling (F), and judging (J). The two most commonly observed personality types were ESFJ and ENFP. Personality type of Student Teachers is negligibly related to teaching efficacy. Efficacy in instructional strategies is negatively related with sensing (S) and efficacy in classroom management is positively related to judging (J).
Tim H. Murphy - One of the best experts on this subject based on the ideXlab platform.
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Structured Communication: Effects on Teaching Efficacy of Student Teachers.
Journal of Agricultural Education, 2009Co-Authors: Don W. Edgar, T. Grady Roberts, Tim H. MurphyAbstract:Teaching efficacy beliefs of agricultural science Student Teachers during field experiences may affect the number of Student Teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating Teachers and Student Teachers would have on Student Teachers’ self-perceived teaching efficacy during field experiences. The learning environment of field experiences must be more fully understood to explain why some Student Teachers enter the profession of agricultural science teaching and others do not. This study employed a quasi-experimental design with a nonrandom sample in a multiple time-series design. The average respondent in this study was a 23-year-old white undergraduate female located at a multiple-placement cooperating center. Respondents in an environment where the amount and type of communication between Student Teachers and cooperating Teachers was structured were less efficacious when compared with respondents who were not in a structured communication setting. In addition, Student Teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas Student Teachers who were not involved in structured communication increased in self-perceived teaching efficacy levels.
Gary E. Briers - One of the best experts on this subject based on the ideXlab platform.
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Relationships between Personality Type and Teaching Efficacy of Student Teachers.
Journal of Agricultural Education, 2007Co-Authors: T. Grady Roberts, Don W. Edgar, Diana L. Mowen, Julie F. Harlin, Gary E. BriersAbstract:The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of Student Teachers. The population of interest was all agricultural science Student Teachers at Texas A&M University. The sampling frame included all Student Teachers during the spring and fall semesters of 2005 (n= 72). Teaching efficacy was measured using the long form of the Teachers’ Sense of Efficacy Scale, and the Myers-Briggs Type Indicator® (MBTI®) Form M was used to assess personality type. The typical Student teacher was a 22 year old white female who had enrolled in agricultural science courses in high school and who was currently completing an undergraduate degree. Student Teachers exhibited “Quite a Bit” of teaching efficacy throughout the Student teaching semester. Student Teachers were more extroverted (E), sensing (S), feeling (F), and judging (J). The two most commonly observed personality types were ESFJ and ENFP. Personality type of Student Teachers is negligibly related to teaching efficacy. Efficacy in instructional strategies is negatively related with sensing (S) and efficacy in classroom management is positively related to judging (J).
T Wubbels - One of the best experts on this subject based on the ideXlab platform.
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effects of Student Teachers coping behaviour
British Journal of Educational Psychology, 2000Co-Authors: Wilfried Admiraal, F A Korthagen, T WubbelsAbstract:Background. When Teachers employ ineffective ways of coping with stressful encounters with pupils, this may result in feelings of distress and diminished learning opportunities for pupils. In the case of beginning Teachers, in particular, problematic classroom interactions cause feelings of distress and may result in dysfunctional teaching. Aim. This study examined the functional relationship between Student Teachers' coping behaviour and the immediate outcomes resulting from stressful encounters in the classroom. Sample. About 300 responses related to problematic events were studied in a sample of 27 Student Teachers enrolled in a graduate teacher education programme. Method. We assessed the daily difficulties which the participants experienced in the classroom, the ways they coped with these events, and two immediate outcomes (the pupils' time-on-task and the Student Teachers' satisfaction with the outcome). Results. In situations where pupil misbehaviour had been appraised as problematic, Student Teachers demonstrated effective coping behaviour when they consistently raised tension in the interaction with their pupils, and varied the intensity of activities. As expected, the relation between coping behaviour and pupils' time-on-task was less strong in other classroom events (e.g., instruction or classroom organisation). Conclusions. Student Teachers have to be intrusive in order to change pupils' misbehaviour and get them working. Inactive behaviour on the part of Student Teachers was found to be ineffective in changing pupil misbehaviour. However, we cannot conclude that a particular coping behaviour employed by Student Teachers is effective or dysfunctional in changing pupils' time-on-task without examining long-term outcomes as well.
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Effects of Student Teachers' coping behaviour.
The British journal of educational psychology, 2000Co-Authors: W F Admiraal, F A Korthagen, T WubbelsAbstract:When Teachers employ ineffective ways of coping with stressful encounters with pupils, this may result in feelings of distress and diminished learning opportunities for pupils. In the case of beginning Teachers, in particular, problematic classroom interactions cause feelings of distress and may result in dysfunctional teaching. This study examined the functional relationship between Student Teachers' coping behaviour and the immediate outcomes resulting from stressful encounters in the classroom. About 300 responses related to problematic events were studied in a sample of 27 Student Teachers enrolled in a graduate teacher education programme. We assessed the daily difficulties which the participants experienced in the classroom, the ways they coped with these events, and two immediate outcomes (the pupils' time-on-task and the Student Teachers' satisfaction with the outcome). In situations where pupil misbehaviour had been appraised as problematic, Student Teachers demonstrated effective coping behaviour when they consistently raised tension in the interaction with their pupils, and varied the intensity of activities. As expected, the relation between coping behaviour and pupils' time-on-task was less strong in other classroom events (e.g., instruction or classroom organisation). Student Teachers have to be intrusive in order to change pupils' misbehaviour and get them working. Inactive behaviour on the part of Student Teachers was found to be ineffective in changing pupil misbehaviour. However, we cannot conclude that a particular coping behaviour employed by Student Teachers is effective or dysfunctional in changing pupils' time-on-task without examining long-term outcomes as well.
