Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment

被引：31

作者：

Guo, Ying ^{[1
]}

Dynia, Jaclyn M. ^{[2
]}

Pelatti, Christina Yeager ^{[3
]}

Justice, Laura M. ^{[2
]}

机构：

[1] Univ Cincinnati, Sch Educ, Cincinnati, OH 45221 USA

[2] Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Columbus, OH 43210 USA

[3] Towson Univ, Dept Audiol Speech Language Pathol & Deaf Studies, Towson, MD USA

来源：

TEACHING AND TEACHER EDUCATION | 2014年 / 39卷

关键词：

Teacher self-efficacy; Classroom quality; Language and literacy skills; Children with language impairment; PROFESSIONAL-DEVELOPMENT; RISK; FAMILY; BELIEFS; SENSE; INSTRUCTION; ACHIEVEMENT; PREVALENCE; PREDICTORS; COMMUNITY;

D O I：

10.1016/j.tate.2013.11.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study described the self-efficacy of early childhood special education (ECSE) teachers (n = 28) and investigated relations among teacher self-efficacy, classroom quality, and language and literacy gains of children with language impairment (LI; n = 108), as well as the extent to which classroom quality moderated the relations between teacher self-efficacy and children's language and literacy gains. Overall, ECSE teachers received high ratings for their self-efficacy. Lower levels of ECSE teachers' self-efficacy were associated with greater gains in children's language and literacy when children with LI were in classroom with a higher instructional support. (c) 2013 Elsevier Ltd. All rights reserved.

引用

页码：12 / 21

页数：10

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