Rowman & Littlefield Publishers / Association of Teacher Educators
Pages: 142
•
Trim: 6¼ x 9⅜
978-1-4758-2519-0 • Hardback • January 2017 • $58.00 • (£45.00)
978-1-4758-2520-6 • Paperback • January 2017 • $31.00 • (£25.00)
978-1-4758-2521-3 • eBook • January 2017 • $29.50 • (£25.00)
Freddie A. Bowles is a professor of teacher education at the University of Arkansas and director of the Master of Arts in Teaching Secondary Education program. She is a board member of the Association of Teacher Educators and is active in the American Council on the Teaching of Foreign Languages.
Cathy J. Pearman is a professor and department head in Reading Foundations and Technology at Missouri State University. Her research focus is on the self-efficacy of educators and teacher candidates and linking this topic to a conceptual model regarding the resiliency of people undergoing change. This interest co-exists with her long-term research agenda of exploring effects of technology on literacy skill development and comprehension. She is a board member of the Association of Teacher Educators and is active in the American Educational Research Association and the International Reading Association.
Foreword
Preface
Introduction
Chapter 1: “I Was Successful!” Developing Teacher Candidates’ Confidence and Self Efficacy through Reflection and Supervising Teacher Support
Glenda L. Black: Nipissing University, Canada
Chapter 2: Enhancing Efficacy with the Disposition of Care
Angela Webster Smith: University of Central Arkansas
Chapter 3: Expanding from Self to Collective Classroom Efficacy: A Tale of Two Classroom Communities
LeAnn G Putney: University of Nevada Las Vegas, Suzanne H. Jones: Utah State University, and Brett Campbell: University of Nevada Las Vegas
Chapter 4: Advancing Self-Efficacy with Academic, Pedagogical, Assessment, and Learner Content
Nancy P. Gallavan: University of Central Arkansas
Chapter 5: The Interactive Dual Impact of Teacher Self Efficacy and Creative Self Efficacyon 21st Century Student Creative and Innovative Performance and Potentiality
Elizabeth Johnson:Eastern Michigan University, Mary Katheryn Walsh: Eastern Michigan University
Chapter 6: Challenge: Efficacious Teachers View Obstacles as Opportunities
Walter Polka: Niagara University, Amanda Fernandes: Niagara University, Elissa Smith:Niagara University, Kylie Flynn: Niagara University
Chapter 7: Curriculum as a Reflection of Teacher Self-Efficacy
Ashlie Jack:Wichita State University, Kim McDowell:Wichita State University, Shirley Lefever: Wichita State University
Chapter 8: Control and Self-Efficacy
Terrell M. Peace: Huntington University
Chapter 9: On the Culture of Collaboration: A Tool for Teacher Self-Efficacy
Jennifer Beasley: University of Arkansas Fayetteville
Chapter 10: The Practical Implications of Teacher Self-Efficacy on Collegiality, Collective Efficacy, and Student Achievement
Molly Funk:Core School Solutions, LLC
Final Thoughts
Appendix
About the Authors
In the book, “Self-Efficacy in Action: Tales from the Classroom,” the editors, Bowles and Pearman provide a comprehensive overview of the role of self-efficacy in the classroom and the relationship to the teacher. The ten chapters are well organized and provide the reader with vignettes and learning scenarios related to classroom situations. Bowles and Pearman connect Interstate Teacher Assessment and Support Consortium (InTASC) standards to the discussion of self-efficacy. This is a prominent and long overdue alignment for those in the teaching and assessment field. The chapter authors provide specific situations that are practical, useful, and significant for teachers and administers who want to know and understand the impact of self-efficacy in the classroom and any environment that deals with learning or the change process.
— James Sottile, Associate Dean and Professor- Missouri State Univerity