Research projects and secondary mathematics pre-service teachers’ sense of efficacy

References

• Albayrak, M., & Unal, Z. A. (2011). The effect of methods of teaching mathematics course on mathematics teaching efficacy beliefs of elementary pre-service mathematics teachers. International Journal of Humanities and Social Science, 1(16), 183–190.
   Google Scholar
• Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial & Special Education, 16, 247–254. doi:10.1177/074193259501600408
   Web of Science ®Google Scholar
• Ashton, P. T. (1985). Motivation and the teacher’s sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 2, pp. 141–171). Orlando, FL: Academic Press.
   Google Scholar
• Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York, NY: Longman.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. doi:10.1207/s15326985ep2802_3
   Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman and Company.
   Google Scholar
• Bates, A. B., Latham, N., & Kim, J.-A. (2011). Linking preservice teachers’ mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325–333. doi:10.1111/j.1949-8594.2011.00095.x
   Google Scholar
• Black, R. (2006). Overcoming disadvantage through the innovative classroom. University of Melbourne: The Foundation for Young Australians. Retrieved from http://files.eric.ed.gov/fulltext/ED494426.pdf
   Google Scholar
• Black, R. (2007). Crossing the bridge: Overcoming entrenched disadvantage through student-centred learning. University of Melbourne: The Foundation for Young Australians. Retrieved from http://www.fya.org.au/wp-content/uploads/2009/05/black2007crossingthebridge.pdf
   Google Scholar
• Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367–409. doi:10.3102/0034654308321455
   Web of Science ®Google Scholar
• Brown, A. B. (2012). Non-traditional preservice teachers and their mathematics efficacy beliefs. School Science and Mathematics, 112(3), 191–198. doi:10.1111/ssm.2012.112.issue-3
   Google Scholar
• Cakiroglu, E. (2008). The teaching efficacy beliefs of pre-service teachers in the USA and Turkey. Journal of Education for Teaching, 34, 33–44. doi:10.1080/02607470701773457
   Google Scholar
• Charalambous, C. Y., Philippou, G. N., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67(2), 125–142. doi:10.1007/s10649-007-9084-2
   Google Scholar
• Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. doi:10.1007/BF02310555
   Web of Science ®Google Scholar
• Eddy, C., Jasper, W., Wilkerson, T., Sorto, M. A., Cooper, S., Ward, E. et al. (2014). A conceptual model for algebra teacher self-efficacy. In G. T. Matney & S. M. Che (Eds.), Proceedings of the 41th Annual Meeting of the Research Council on Mathematics Learning. San Antonio, TX. Retrieved from http://www.rcml-math.org/assets/Proceedings/rcml%20proceedings%202014.pdf
   Google Scholar
• Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15–24.
   Web of Science ®Google Scholar
• Enochs, L., Smith, P., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202. doi:10.1111/ssm.2000.100.issue-4
   Google Scholar
• Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1). Retrieved from http://cie.asu.edu/
   Google Scholar
• Fleener, M. J., & Matney, G. (2007). Curriculum clearings as being-with mathematics experiences: Authentic learning through a Heideggerian lens. Journal of Curriculum and Pedagogy, 3(2), 92–106. doi:10.1080/15505170.2006.10411607
   Google Scholar
• Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. doi:10.1037/0022-0663.76.4.569
   Web of Science ®Google Scholar
• Glickman, C., & Tamashiro, R. (1982). A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving. Psychology in Schools, 19, 558–562. doi:10.1002/1520-6807(198210)19:4<558::AID-PITS2310190426>3.0.CO;2-F
   Web of Science ®Google Scholar
• Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education, 19(3), 171–184. doi:10.1080/10476210802250133
   Google Scholar
• Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. doi:10.3102/00346543076002173
   Web of Science ®Google Scholar
• Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69. doi:10.1016/0742-051X(88)90025-X
   Web of Science ®Google Scholar
• Herrera, T., Kanold, T. D., Koss, R. K., Ryan, P., & Speer, W. R. (2007). Standards for teaching and learning mathematics. In T. S. Martin (Ed.), Mathematics teaching today (pp. 15–60). Reston, VA: National Council of Teacher of Mathematics.
   Google Scholar
• Hipp, K. A., & Bredeson, P. V. (1995). Exploring connections between teacher efficacy and principals’ leadership behavior. Journal of School Leadership, 5(2), 136–150.
   Google Scholar
• Hoy, A. (2000). Changes in teacher efficacy during the early years of teaching. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
   Google Scholar
• Hoy, W. K., & Woolfolk, A. E. (1990). Organizational socialization of student teachers. American Educational Research Journal, 27, 279–300. doi:10.3102/00028312027002279
   Web of Science ®Google Scholar
• Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 355–372. doi:10.1086/461729
   Web of Science ®Google Scholar
• Huinker, D., & Madison, S. (1997). Preparing efficacious elementary teachers in science and mathematics: The influence of methods courses. Journal of Science Teacher Education, 8, 107–126. doi:10.1023/A:1009466323843
   Google Scholar
• Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. doi:10.3102/00028312038003499
   Web of Science ®Google Scholar
• Ingersoll, R., & Alsalam, N. (1997). Teacher professionalization and teacher commitment: A multilevel analysis (NCES 97-069). Washington, DC: National Center for Education Statistics.
   Google Scholar
• Ingersoll, R. M. (2003). Is there really a teacher shortage? Seattle, WA: University of Washington, Center for the Study of Teaching and Policy.
   Google Scholar
• Ingersoll, R. M., & Perda, D. (2009). The mathematics and science teacher shortage: Fact and myth (CPRE Research Report RR-62). Retrieved from Consortium for Policy Research in Education website: http://www.cpre.org/mathematics-and-science-teacher-shortage-fact-and-myth
   Google Scholar
• Isiksal, M. (2010). The relationship among mathematics teaching efficacy, math anxiety, and mathematical self-concept: The case of Turkish pre-service elementary teachers. The Asia-Pacific Education Researcher, 19(3), 501–514. doi:10.3860/taper.v19i3.1857
   Web of Science ®Google Scholar
• Johnson, S., & Birkeland, S. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617. doi:10.3102/00028312040003581
   Web of Science ®Google Scholar
• Kahle, D. K. (2008). How elementary school teachers’ mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices (Unpublished doctoral dissertation). The Ohio State University, Columbus, OH.
   Google Scholar
• Kannapel, P. J., & Clements, S. K. (2005). Inside the black box of high-performing high-poverty schools. Retrieved from http://people.uncw.edu/kozloffm/highperforminghighpoverty.pdf
   Google Scholar
• Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23, 775–794. doi:10.1016/j.tate.2005.12.004
   Web of Science ®Google Scholar
• Kieftenbeld, V., Natesan, P., & Eddy, C. (2011). An item response theory analysis of the mathematics teaching efficacy beliefs instrument. Journal of Psychoeducational Assessment, 29(5), 443–454. doi:10.1177/0734282910391062
   Web of Science ®Google Scholar
• Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20, 341–359. doi:10.1016/j.tate.2004.02.013
   Web of Science ®Google Scholar
• Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24, 37–62. doi:10.3102/01623737024001037
   Web of Science ®Google Scholar
• Macdonald, D. (1999). Teacher attrition: A review of literature. Teaching and Teacher Education, 15, 835–848. doi:10.1016/S0742-051X(99)00031-1
   Web of Science ®Google Scholar
• Matney, G. (2004). The clearings of authentic learning in mathematics (Doctoral dissertation). University of Oklahoma, Norman, OK.
   Google Scholar
• Matney, G., & Jackson, J. (2010). The effective difference of research projects on secondary mathematics preservice teachers’ sense of efficacy. Proceedings of the 37th Annual Meeting of the Research Council on Mathematics Learning. Conway, AR.
   Google Scholar
• Moon, B. (2007). Research analysis: Attracting, developing and retaining effective teachers: A global overview of current policies and practices. Paris, France: United Nations Educational, Scientific, and Cultural Organization.
   Google Scholar
• Moore, W., & Esselman, M. (1992, April). Teacher efficacy, power, school climate and achievement: A desegregating district’s experience. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
   Google Scholar
• Moseley, C., & Utley, J. (2006). The effect of an integrated science and mathematics content-based course on science and mathematics teaching efficacy of preservice elementary teachers. Journal of Elementary Science Education, 18(2), 1–12. doi:10.1007/BF03174684
   Google Scholar
• NCATE Blue Ribbon Panel. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: National Council for Accreditation in Teacher Education.
   Google Scholar
• Newman, F. M., Rutter, R. A., & Smith, M. S. (1989). Organizational factors that affect school sense of efficacy, community and expectations. Sociology of Education, 62, 221–238. doi:10.2307/2112828
   Web of Science ®Google Scholar
• Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332. doi:10.3102/00346543062003307
   Web of Science ®Google Scholar
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578. doi:10.3102/00346543066004543
   Web of Science ®Google Scholar
• Parkay, F. W., Greenwood, G., Olejnik, S., & Proller, N. (1988). A study of the relationship among teacher efficacy, locus of control, and stress. Journal of Research and Development in Education, 21(4), 13–22.
   Google Scholar
• Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59–69. doi:10.1007/s12310-011-9051-z
   Google Scholar
• Siwatu, K. O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter? Teaching and Teacher Education, 27(2), 357–365. doi:10.1016/j.tate.2010.09.004
   Web of Science ®Google Scholar
• Smith, J. P. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 387–402. doi:10.2307/749874
   Web of Science ®Google Scholar
• Swars, S. K., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12, 47–66. doi:10.1007/s10857-008-9092-x
   Google Scholar
• Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306–315. doi:10.1111/ssm.2006.106.issue-7
   Google Scholar
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. doi:10.3102/00346543068002202
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Woolfolk Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. doi:10.1016/j.tate.2006.05.003
   Web of Science ®Google Scholar
• Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82–87. doi:10.1111/ssm.2005.105.issue-2
   Google Scholar
• Vinson, B. M. (1995). A comparison of sense of efficacy before and after clinical experience for pre-student-teaching novices in an elementary methods program. Paper presented at the annual meeting of the Mid-South Educational Research Association, Biloxi, MS.
   Google Scholar
• Ward, E. K. (2009). Latent transition analysis of pre-service teachers’ efficacy in science and mathematics (Unpublished doctoral dissertation). University of North Texas, Denton, TX.
   Google Scholar
• Ward, E. K., & Johnston, E. (2014). A framework for revising the mathematics teaching efficacy beliefs instrument. In G. T. Matney & S. M. Che (Eds.), Proceedings of the 41th Annual Meeting of the Research Council On Mathematics Learning. San Antonio, TX: Research Council on Mathematics Learning. Retrieved from http://www.rcml-math.org/assets/Proceedings/rcml%20proceedings%202014.pdf
   Google Scholar
• Webb, P. T. (2006). The stress of accountability: Teachers as policy brokers in a poverty school. In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of accountability (pp. 1–18). USA: Information Age Publishing, Inc.
   Google Scholar
• Weiss, N. A. (2012). Introductory Statistics (9th ed., pp. 358–510). Boston, MA: Addison-Wesley.
   Google Scholar
• Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 243–356.
   Web of Science ®Google Scholar