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You searched for +publisher:"University of Texas – Austin" +contributor:("Tackett, Kathryn K"). One record found.

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1. -7314-9151. Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience.

Degree: PhD, Special Education, 2015, University of Texas – Austin

In this non-experimental, mixed methods dissertation study, a cohort of special education preservice teachers (N = 24) from a university-based teacher preparation program in Central Texas completed a modified version of the Culturally Responsive Teaching Self-Efficacy scale (Siwatu, 2007) before and after they had completed their first field experiences. The researcher who conducted this dissertation sought to find whether the respondents had experienced any changes in their self-efficacy beliefs to capably meet the learning needs of their students with and without disabilities, from culturally and linguistically diverse (CLD) backgrounds. The researcher also collected qualitative data (e.g., lesson plans) and conducted individual interviews with a stratified random sample from the cohort (n = 5) to gather background information about the participants' prior engagements with members of CLD communities and to discover how they explained their changes in self-efficacy to capably serve CLD students with and without disabilities. Results indicated that the first field experience likely impacted the special education preservice teachers' self-efficacy beliefs to capably serve students with and without disabilities from CLD backgrounds. The majority of the participants (n = 13) expressed individual cumulative increases in their self-efficacy scores at the end of their first internship, and also expressed the higher levels of confidence to serve diverse students without disabilities than to serve diverse students with disabilities. Members of the stratified random sample who reported a decrease in their individual cumulative selfefficacy scores (n = 2), tended to express a more thorough understanding of the complex responsibilities, demands, and expectations that are placed on teachers. Advisors/Committee Members: Sorrells, Audrey McCray (advisor), Bryant, Brian R (committee member), Linan-Thompson, Sylvia (committee member), Salinas, Cinthia S (committee member), Tackett, Kathryn K (committee member).

Subjects/Keywords: Preservice teachers; Self-efficacy

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APA (6th Edition):

-7314-9151. (2015). Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31611

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Chicago Manual of Style (16th Edition):

-7314-9151. “Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed November 13, 2019. http://hdl.handle.net/2152/31611.

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MLA Handbook (7th Edition):

-7314-9151. “Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience.” 2015. Web. 13 Nov 2019.

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Author name may be incomplete

Vancouver:

-7314-9151. Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2152/31611.

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Author name may be incomplete

Council of Science Editors:

-7314-9151. Special education preservice teachers' changes in self-efficacy to serve culturally and linguistically diverse students while completing their first field experience. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31611

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

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