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dc.contributor.advisorVartuli, Sueeng
dc.contributor.authorSnider, Karrie Aeng
dc.date.issued2015-06-19eng
dc.date.submitted2015 Springeng
dc.descriptionTitle from PDF of title page, viewed on July 7, 2015eng
dc.descriptionDissertation advisor: Sue Vartulieng
dc.descriptionVitaeng
dc.descriptionIncludes bibliographic references (pages 264-298)eng
dc.descriptionThesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2015eng
dc.description.abstractCulturally 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, linguistically, racially and religiously diverse backgrounds, who often attend urban schools. Once prepared for urban education, the question remains, what are the classroom outcomes for teacher-graduates during their first years of teaching? Using the Culturally Responsive Teaching Self-Efficacy Belief Scale (CRTSE), the Culturally Responsive Outcome Expectancy Beliefs Scale (CRTOE), and the Classroom Assessment Scoring System (CLASS), this researcher explored K-6th grade classroom outcomes of in-service teachers (n=69) from one teacher education preparation program in a Midwest urban area. Multiple regression and correlation analyses were applied to investigate the relationship between CRTSE, CRTOE and CLASS scores as predictor variables of student outcomes. CRTSE, CRTOE and CLASS scores statistically significantly predicted 19.1 % of the variance student reading outcome scores. CRTSE and CRTOE scores were highly correlated, r(68) =. 562, p<.01. Supplementary analyses revealed participants’ rated non-specific scale items higher than items more “culturally” specific. Such differential patterns indicated further development of the CRTSE and CRTOE scales is warranted. Descriptive analyses indicated contextual factors and differences between the school groups would assist in learning about variance in elementary students’ outcomes. This study adds to the body of literature on teacher self-efficacy and outcome expectancy beliefs, and particularly provides teacher education a pathway for understanding the classroom outcomes related to their teacher-graduates.eng
dc.description.tableofcontentsIntroduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix A. Principal letter -- Appendix B. Recruitment letter -- Appendix C. Consent form -- Appendix D. Study presentation script -- Appendix E. Amended forms: recruitment letter, consent form, and directions for survey packet -- Appendix F. Teacher demographics survey -- Appendix G. Teacher belief and practice measureseng
dc.format.extentxii, 300 pageseng
dc.identifier.urihttps://hdl.handle.net/10355/45943eng
dc.subject.lcshEducation, Urbaneng
dc.subject.lcshTeachers -- Training ofeng
dc.subject.lcshTeacher effectivenesseng
dc.subject.lcshCultural awareness -- Teachingeng
dc.subject.otherDissertation -- University of Missouri--Kansas City -- Educationeng
dc.titleThe Relationship Between In-Service Teachers’ Culturally Responsive Teaching Self-efficacy and Outcome Expectancy Beliefs, Instructional Practices (CLASS), and Student Outcomes in the Urban School Settingeng
dc.typeThesiseng
thesis.degree.disciplineEducational Leadership, Policy and Foundations (UMKC)eng
thesis.degree.disciplineCurriculum and Instruction (UMKC)eng
thesis.degree.grantorUniversity of Missouri--Kansas Cityeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh.D.eng


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