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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
(2015-06-19)
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
(2016)
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 ...
An Exploration of Teachers’ Early Childhood Guidance Beliefs and Practice within Early Learning Classrooms
(2015)
score was increased by 5.9% indicating that administrative policies may have a small effect on teacher-child relationships. This research will add to the body of literature surrounding teacher beliefs, teacher beliefs of their own practice, the impact...