Browsing by Subject "teacher self-efficacy"

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    Nanotechnology experiences for students and teachers (NEST): Enhancing teachers' self-efficacy and their understanding of STEM career opportunities
    (IEEE, 2017-10) Sorge, Brandon; Fore, Grant; Nunnally, Eric; Gibau, Gina Sanchez; Agarwal, Mangilal; Technology and Leadership Communication, School of Engineering and Technology
    The Nanotechnology Experiences for Student and Teachers (NEST) summer learning opportunity at Indiana University-Purdue University Indianapolis (IUPUI) connects faculty, staff, and students from the Schools of Engineering and Technology, Science, and Education with high school teachers of STEM subjects in a two week teacher professional development experience. In the summer of 2016, eleven teachers participated in a series of NEST program activities that were designed to model instructional strategies while engaging the teachers in hands-on nanotechnology research experiences. Teachers were also provided tours and exposed to research being conducted and equipment being used in labs incorporating nanotechnology across campus. Additionally, the participants worked with other teachers involved in a Research Experiences for Teachers (RET) project, to develop nanotechnology lessons to incorporate in their classroom during the following school year. Primary outcomes from this professional development were not limited to the developed lessons. Data collected through pre- and post-content knowledge assessments and pre- and post-self-efficacy surveys (T-STEM), show statistically significant increases in teacher nanotechnology content knowledge, nanotechnology self-efficacy, science efficacy and beliefs, and understanding of STEM careers. Observations and focus groups also provided data on potential program enhancements to facilitate greater support and experiences for the participating teachers.
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    Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation
    (Sage, 2020-03) Love, Abigail M. A.; Findley, Jordan A.; Ruble, Lisa A.; McGrew, John H.; Psychology, School of Science
    Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.