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Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura's 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. 相似文献
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Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what it means to be an adult educator. This article examines the ways in which these changes have found expression in the narratives through which adult educators construct their practices and experiences as meaningful. We argue that there is an interaction between the impact of contestation and change in the field of adult education and learning, its narrative or story‐telling practices and the processes by which the identities of adult educators are formed. We examine the significance of this interaction by drawing on three inter‐related themes‐‐the so‐called turn to textuality, the changes taking place in the economy and the organisation of work including the work of adult educators, and contemporary debates over (post) modern identities. In this way, we demonstrate the significance of new theoretical perspectives in providing insights into the contemporary condition of adult educators. 相似文献
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The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy. 相似文献
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差异的世界:大学排名的全球调查 总被引：3，自引：2，他引：3
本文研究了全球19个大学排行榜,描述了排行榜作为质量评价手段是如何运作的,详细讨论了现有排名系统使用的质量指标并归纳出在排名上存在的不同地域模式。本文发现,世界上的主要排行榜之间没有多少联系,它们采用差别很大的指标和权重来评估大学。但是,有一些大学,无论是用何种的指标和权重,都会居于排行榜的前列。本文还探讨了与目前流行的严格按分数高低排名的“排行榜”不同的做法,并得出了结论。 相似文献
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Facilitation in action research 总被引：2，自引：0，他引：2
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The purpose of this study was to examine the influence of Bandura’s (1997) hypothesized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of entering middle school students (N = 263) and to explore whether these sources differ as a function of gender, reading ability, and race/ethnicity. For the full sample, mastery experience, vicarious experience, social persuasions, and physiological state independently predicted academic and self-regulatory self-efficacy, with mastery experience proving the strongest predictor. Mastery experience and social persuasions predicted girls’ academic and self-regulatory self-efficacy, whereas mastery and vicarious experiences predicted these self-beliefs for boys. African American students’ mastery experiences and social persuasions predicted their academic self-efficacy. Mastery experience did not predict the self-efficacy beliefs of low-achieving students. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory. 相似文献
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Selmaoui Sabah Agorram Boujemaa Khzami Salah-Eddine EL Abboudi Taoufik Berger Dominique 《美中教育评论》2010,7(8):28-36
Conceptions are analyzed as being the emergences from interactions between three poles： scientific knowledge （K）, values （V） and social practices （P）. The teachers＇ beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher＇s formation. In this paper, the authors discuss the importance of studying and analyzing these conceptions and present the results of the research on teachers＇ and future teachers＇ conceptions about sexual health education. In this topic, the conceptions could be deeply rooted not only in scientific knowledge but also in value systems and social practices, because teachers often refuse to teach the ethical, psychological, economic and social issues not strictly reducible to biology, such as sexuality health. The authors used a questionnaire prepared jointly within the European project Biohead-Citizen. 相似文献
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Teachers’ efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers’ efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed. 相似文献
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Budgeting—i.e. the decision on the level of expenditures and on the repartition of resources among organizational subunits—can be conceived as a critical organizational process, which is closely related to key choices concerning strategic priorities and to resources acquisition strategies. Overall, it is increasingly being recognized as one of the central places where steering and governance take place, and where higher education institutions are supposed to take initiative. Accordingly, this paper pursues two aims: first, it provides a review of existing studies about budgeting in higher education, according to the literature on changes in its organizational characteristics, and with a focus on approaches from Organizational Theory and Sociology. Second, it identifies some future directions of research, thus easing the integration of these two bodies of literature. This integration may help in providing researchers with a deeper understanding of the current functioning of budgeting processes, their variations across higher education institutions and countries, as well as their implications for organizational behavior. 相似文献