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Publications (89)
In this commentary, I briefly describe the assumptions of the researchers, then consider what we have learned from the studies in this issue about the links between teacher motivation, instruction, and student perceptions and how best to study these links. Next, I describe three surprises and two concerns about the work reported. In discussing the...
I am honored to be part of a series that includes many of my academic idols – scholars I have read and cited for years. Because my involvement in educational psychology has lasted for over half a century, I have been asked before to share some “acquired wisdom” (Shaughnessy, 2004; Woolfolk Hoy, 1996, 2000, 2008a, 2008b, 2018). Selected ideas from t...
The last review on teacher enthusiasm was 45 years ago, and teacher enthusiasm remains a compelling yet complex variable in the educational context. Since Rosenshine’s (School Review 78:499–514, 1970) review, the conceptualizations, definitions, methodology, and results have only become more scattered, and several related constructs have emerged th...
Eighty elementary school children were assigned to one of four experimental conditions such that each condition contained ten high self-esteem subjects and ten subjects of low self-esteem. Each group participated in a 2S-minute vocabulary lesson in which the students were evaluated eight times by the teacher of the lesson. Teacher positive regard (...
Research on learning theories is central to most of the articles that have appeared in Theory Into Practice (TIP) over the past 50 years. Scholarship on this topic in many ways undergirds all articles that provide discussions of ways of moving theory into practice within the broad field of education. Indeed, one could easily argue that all research...
The past decade has witnessed a growing appreciation of the role of emotions in cognition, motivation, decision-making and many other areas of research in psychology and education. This chapter draws upon the contents of the book as well as other sources to consider three questions: What emotions do teachers experience in schools and what shapes th...
Teacher self-efficacy is considered one of the most powerful constructs in explaining both student and teacher behaviors, including the goals they set for themselves, their persistence in the face of difficulties, and the effort they invest. For over the past three decades, a number of educational studies have emerged about meaning, measurement, an...
What can teachers and schools do to support achievement for all students? Surely this is a basic and critical question for teacher educators as well as families, communities, policy makers—everyone concerned about our children and our future. The question is not new and the answers proposed are legion. What could I add to the conversation? The purp...
The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5...
Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and resea...
Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and resea...
In this commentary I briefly describe the articles, suggest three themes that unite the works and two questions raised by them, and then elaborate some challenges that these studies pose for researchers and practitioners. The themes include situating these articles in the history of the study of teaching and exploring both the complexity of teacher...
The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of academi...
This study investigated student teachers’ efficacy beliefs, collective teacher efficacy beliefs, and perceived cooperating teachers’ efficacy beliefs. These student teacher beliefs were examined with the focus on context, primarily the school setting (i.e., rural, suburban, and urban), to determine whether setting played a role in the development o...
Among the sources of teachers’ self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role early in learning when fewer mastery experiences are available. Among the 255 novice and careers teachers who participated in this study, contextual factors...
Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achi...
The present study is a multi-phased, mixed methodological investigation of teacher interest. In Phase 1, 12th grade students nominated and quantitatively evaluated teachers who were perceived as helping them learn and become interested in a high school core subject. Exploratory factor analysis revealed that student perceptions of teacher interest w...
Some of the most powerful influences on the development of teacher efficacy are mastery experiences during student teaching and the induction year. Bandura's theory of self-efficacy suggests that efficacy may be most malleable early in learning, thus the first years of teaching could be critical to the long-term development of teacher efficacy. Yet...
This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirica...
The purpose of this qualitative investigation was to understand the sources of self-efficacy (Bandura, 1997) for an African American teacher in a suburban high school in the United States. As one of only three African American teachers in the school, she encountered many challenges that could have threatened her sense of efficacy and thus caused he...
Originally published in Contemporary Psychology: APA Review of Books, 2003, Vol 48(1), 16–18. The reviewer notes that this book (see record 2001–06817–000) provides us with a thorough overview and analysis of the emergence of theories of self regulated learning from seven different perspectives: operant, phenomenological, social cognitive, informat...
Short Leadership Challenges for Class Discussion In the following pages you will find two resources. I. The first is a library of ideas from master teachers and other educational leaders about how to solve the Leadership Challenge problems posed in chapters 2 through 7 of the text. II. The second resource is another set of problems (not provided in...
This chapter explains self-efficacy and self-regulated learning. The chapter believes that self-efficacy plays a mediating role in learning, even in the primary classroom. Self-efficacy is distinct from other conceptions of self because it involves judgments about capabilities specific to a particular task. Self-concept is a more global construct t...
Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. However, persistent measurement problems have plagued those who have sought to study te...
Over the years, educational psychology has been a part of teacher preparation, moving from a centerpiece in many programs, through periods when it was deemed irrelevant by some, to current concerns about its role in the reforming of teacher education and teaching. Today, psychological knowledge is used to ground reforms in teaching and schooling, p...
Reform movements envision schools that will involve greater levels of cooperation and collaboration. Collaborative learning strategies provide a powerful mechanism not only to address affective goals in education but also to enhance students’ cognitive development; to deepen their understanding of concepts; and to press them to examine, articulate,...
Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools. Theories of knowledge as distributed, social, situated, and based on prior beliefs and knowledge are applied to organizational learning within schools. Collaborative probl...
This article is a theoretical and empil#cal analysis of the construct of col-lective teacher e ff}'cacjz l*Trsl, a model o/" collective e/'fi'cacy was elaborated for use in schools. 7ben, an operatio~Tal measure qf colleclive teacher e./.'/'i-cacy was developed, tested, and./bund to have strong reliability and rea-sonable validity. Finally, using t...
This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument...
The theoretical and empirical underpinnings of teacher efficacy are examined to bring coherence to the construct and its measurement. First, we explore the correlates of teacher efficacy revealed using various instruments and search for patterns that suggest a better understanding of the construct. Next, we introduce a model of teacher efficacy tha...
Noting that the field of educational psychology is rapidly changing, with renewed interest in how we learn and how excellent teaching occurs, this collection comprises relevant readings selected from professional journals and magazines. The articles are grouped by topics consistently found in educational psychology textbooks. The chapters are: (1)...
Writing a textbook in educational psychology is for me an act of teaching. In this article, I discuss my beliefs about the educational psychology course, the students who take it, their prior knowledge and expectations, and the processes of teaching and learning. Given this context, I consider the roles of textbooks for students, professors, and th...
Some of the discipline problems that plague beginning teachers may be traced to the way they think about classroom management. As part of an ongoing seminar accompanying student teaching, we used metaphor development and videotape analysis to help the student teachers explore their thinking about classroom management and to learn more ourselves abo...
This study examined the relationships between 2 carefully specified dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate (institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis). The sample was composed of 179 teachers, randomly selected...
Teachers' sense of efficacy, the belief that they can have a positive effect on student learning, appears to be related to teachers' classroom management approaches. Some of these findings have been established, however, with a definition that inappropriately combines two separate dimensions of the construct, general and personal teaching efficacy....
In this study of organizational socialization, student teachers became more controlling in their perspectives as they completed their practice teaching. They became significantly more custodial in pupil-control orientation as well as more controlling in their orientation toward social problem solving. Student teachers also became less confident tha...
We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and...
We examined the structure and meaning of efficacy for a sample of 182 prospective teachers and related efficacy to beliefs about control and motivation. The two independent dimensions of teaching efficacy (TE) and personal efficacy (PE) usually identified in studies of experienced teachers were also found for these prospective teachers. Both TE and...
Although researchers have studied and reviewed the nonverbal behavior of teachers, the nonverbal behavior of students in classrooms has received less attention. This review presents evidence that student nonverbal behavioral expression is an important source in the formation of teachers' impressions, attitudes, beliefs, and reciprocal behavioral ex...
Four groups of preservice teachers participating in student teaching seminars were randomly assigned to one of three conditions to test the effectiveness of brief training in time-management techniques. A control group received no training. Experimental Group 2 received basic training in time management, whereas Experimental Group 1 received the sa...
Eighty-one student teachers in four classes were randomly assigned to one of three groups to test the effectiveness of brief training in time management techniques. The first group, a control, received no training. Experimental Group 1 received basic training in time management by reading a book and attending a presentation on the subject while Exp...
Recently, educators and psychologists have begun to discuss the messages conveyed by different classroom designs. Although the arguments presented are persuasive, the basic contention—that classroom design influences impression formation—has not been empirically tested. The purpose of this article is to bring to the attention of educational psychol...
The major purpose of this research is to examine the impact of classroom spatial arrangement (open versus traditional) and orderliness (messy versus neat) on observers' impressions of teachers and pupils. In experiments 1 and 2, samples of college students were shown color slides of vacant elementary classrooms which varied on these two physical di...
"Notes In Brief" is a regular section of the Journal designed to facilitate professional communication among persons working in the area of nonverbal behavior. Brief, complete articles, particularly those of a methodological nature, are often published in this section. Also appropriate for submission are reports of research in progress, case studie...
The purpose of this study is to examine the effects of sex upon the perception, evaluation, and reciprocation of self-disclosing behavior between teacher and student in a classroom situation. Specifically the study addressed the following questions: (1) Do the sex of discloser (teacher) and sex of respondent (student) affect the evaluation of high-...
Three male and three female raters were shown videotapes of 29 male subjects who were speaking to a silent female confederate. Raters were asked to make 10 judgments about the subjects' behavior. The subjects had been assigned to one of two expectancy conditions in which they were led to believe the drink they consumed prior to meeting the confeder...
Studied 4 combinations of teacher verbal and nonverbal evaluative behavior within a controlled microlesson. Two male and 2 female teachers presented each of the 4 combinations (verbally and nonverbally positive and negative) to different randomly selected samples of 64 male and 62 female 6th graders. Data indicate that teacher negative nonverbal be...
The effects of systematically varied verbal and nonverbal components of teachers' evaluative behavior upon children's perceptions and attitudes were studied within an experimental classroom. Subjects were 126 sixth-grade students who were removed from their classrooms to participate in a vocabulary lesson. Within each experimental condition a teach...
The effects of systematically varied teacher verbal and nonverbal evaluative behavior upon student willingness to self-disclose were studied within an experimental microlesson. Subjects were 126 sixth-grade students who were removed from their classrooms to participate in a vocabulary lesson with one of the four experimental teachers (two male and...
Investigated the effect of presentation labels upon Ss' evaluation of behavior modification in 2 experiments with a total of 194 college students. In Exp I, 2 groups of undergraduates were shown identical videotapes of a teacher using reinforcement methods. In the 1st group the videotape was described as illustrative of "behavior modification," whe...
Fifty-four elementary school children previously identified as consistently inattentive were involved in an extraclassroom treatment program comparing three conditions. In the E condition, attention was reinforced by making the earning of token points (exchangeable for rewards) contigent upon appropriate responses to a signal detection task embedde...
Traducción de: Human development Tr. de la 7a ed. en inglés Revisión interdisciplinaria del desarrollo del hombre en el ciclo vital, presentada de manera cronológica. Cada sección por edad contiene al menos dos capítulos: uno sobre desarrollo físico y cognoscitivo, y otro acerca del desarrollo psicosocial. Los casos contemporáneos de estudio e inve...
Traducción de: Educational Psychology Tr. de la 7a ed. en inglés Contenido: Los maestros, la enseñanza y la psicología educativa; Desarrollo humano: un marco de referencia para los maestros; Diferencias individuales; Aprendizaje: teoría y practica; Motivación, control y enseñanza; Evaluación del aprendizaje del estudiante.
Traducción de: Educational psychology Incluye bibliografía e índice
