skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 149184 Find in a Library
Title: Increasing Teacher Efficacy With At-Risk Students: The Sine Qua Non of School Restructuring
Journal: Equity and Excellence  Volume:25  Issue:1  Dated:special issue (Fall 1991)  Pages:30-35
Author(s): P S Miller
Date Published: 1991
Page Count: 6
Type: Survey
Format: Article
Language: English
Country: United States of America
Annotation: Teacher efficacy, the belief that teachers hold about the effectiveness of teaching with particular types of students and their own ability to teach those students, is at the heart of school restructuring.
Abstract: Teacher efficacy is so important because fundamental beliefs held by society about the achievement potential of at- risk students are a contributing cause of the current dropout problem. The only way to restructure schools is to create conditions that will foster changes in educational thought and practice. Compared with low efficacy teachers, teachers with high efficacy believe that good teaching can make a difference with all students regardless of external factors. They use a greater variety and number of teaching strategies, and more specific strategies with low achievers. They use more positive and more academically oriented language when describing low achievers and demonstrate a stronger sense of responsibility toward the achievement of difficult learners. Effective teachers of minority students tend to engage in collaborative planning, be articulate in theory and practice, have supportive principals, have a sense of ownership over the curriculum, and demonstrate a strong sense of personal efficacy. 37 references
Main Term(s): Juveniles
Index Term(s): Adolescents at risk; Children at risk; School dropouts
Note: *This document is currently unavailable from NCJRS.
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=149184

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.