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Essay / Research Paper Abstract
A 7 page research paper that, first of all, offers an in-depth summation and analysis of an article recounting a research study on teaching a culturally diverse classroom. This analysis is roughly 5 pages. The remaining 2 pages offer brief summations of 4 additional education articles on this topic. Bibliography lists 5 sources.
Page Count:
7 pages (~225 words per page)
File: D0_khtdiv.rtf
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Unformatted sample text from the term paper:
research on education has indicated that teachers tend to have lower expectations for, as well as fewer interactions with, these students (Tucker, et al, 2005). These findings have initiated calls
for more programs that promote teacher self-efficacy in working with students from diverse backgrounds and it is to this call that Tucker, et al (2005) responded with the design of
their study. This research entailed a study group of 62 teachers (43 European Americans and 19 African Americans), with 37 in the experimental intervention group and 25 in the
control group. These teachers were recruited from six elementary school in Southeastern U.S. that had similar demographic characteristics and which had received a "D" grade on a statewide assessment of
student body performance (Tucker, et al, 2005). The schools were randomly assigned to one of three intervention conditions: (a) Teacher only; (b) School-wide intervention; or (c) no training, control group.
For the purposes of evaluation, in the article presented by this research team, the A and B groups were combined into a single interventionist group(n=37) (Tucker, et al, 2005).
Before presenting the details of their study and intervention however, the researchers offer an extensive discussion of what they mean by self-efficacy, which includes the theoretical background for this investigation.
This draws upon the work of Bandura who conceptualized teacher self-efficacy as the beliefs that teachers have about their own skills and abilities to facilitate desirable outcomes for their students.
A teachers sense of self-efficacy has been documented consistently as a factor directly related to student achievement. As the researchers put it: teachers who believe that student learning can
be influenced by effective teaching despite home and peer influence and who have confidence in their ability to teach persist longer in their teaching efforts, provide greater academic focus in
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