Relations between teacher self-efficacy, classroom social climate, and reading comprehension in culturally and linguistically diverse classrooms
Jacqueline Michelle Peterson
Bok · Engelsk · 2024 · Avhandlinger
| Omfang | viii, 116 sider, varierende nummering
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| Opplysninger | Delvis opptrykk av artikler.. - Avhandling (ph.d.) - Universitetet i Stavanger, Nasjonalt lesesenter, 2024. - Publisher abstract: "This thesis examines relations between teacher self-efficacy, classroom social climate, and reading comprehension within culturally and linguistically diverse classrooms (CLD) over the early elementary years. Guided by the job demands-resource and self-determination theories and applying a novel measure of CLD based on linguistic distances, this thesis is multimethod in its design and consists of one systematic review and two quantitative studies. Data was gathered from 19 articles and 2880 students within 150 classrooms as part of the larger project Two Teachers as students completed the first, second, and third grades (June 2017, 2018, 2019). Data was analyzed using thematic summary, multilevel structural equation modeling (MSEM), and longitudinal autoregressive cross-lagged panel modeling. Results show teacher self-efficacy within CLD classrooms is supported when job resources are high and teachers possess unique personal characteristics, such as positive attitudes towards diversity and experience in classrooms of high CLD proportion. Meanwhile, teacher self-efficacy in maintaining discipline within CLD classrooms appears most influenced by teachers’ years of experience and unaffected by CLD composition. Teacher self-efficacy within CLD classrooms was found to be an important determinant of work outcomes and instructional quality in CLD classrooms. Moreover, teacher self-efficacy in maintaining discipline at the end of first grade significantly predicted students’ reading comprehension in CLD classrooms one year later. Teacher self-efficacy and students’ shared perception of the classroom social climate were not found to positively reinforce one another across time. Rather, class CLD was found to negatively influence students’ shared perception of the classroom social climate at the end of first grade with lasting effects. Classroom social climate showed to be a strongly stable"
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| Emner | Classroom environment - Social aspects
Educational psychology Multicultural education Reading comprehension - Study and teaching Vis mer... Teacher effectiveness - Psychological aspects
lesevitenskap leseforståelse flerkulturelle klasserom flerspråklige klasserom |
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| ISBN | 9788284393230
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