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The Relationship Between In-Service Teachers’ Culturally Responsive Teaching Self-efficacy and Outcome Expectancy Beliefs, Instructional Practices (CLASS), and Student Outcomes in the Urban School Setting
Culturally responsive teaching self-efficacy and outcome expectancy beliefs have emerged as constructs to investigate pre-service teacher preparedness for teaching children who represent culturally, ethnically, economically, ...
Relationship of Early Childhood Teacher Guidance Beliefs and Reported Actual Practices on Child Behavioral Outcomes
Teacher beliefs on child guidance and discipline practices are critical components in understanding how teachers’ beliefs and approaches to guidance influence teachers’ interactions and classroom management practices ...