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The Influence of Goal Setting and Knowledge Bases on Personal Standards and Involvement Efficacy of Pre-Service Teachers

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Abstract:

This study hypothesized to influence the personal standards and efficacy toward parent involvement in education for pre-service teachers. Fifty-two pre-service teachers participated in an overlapping goal-setting strategy and received two knowledge bases. Students were given the pretests on personal standards and efficacy toward parent involvement in education before the overlapping goal setting strategy intervention and posttests immediately after the intervention. Results of data analyses revealed influences in the personal standards and efficacy toward parent involvement in education for the pre-service teachers. Implications for learning and instruction are discussed.

Most Common Document Word Stems:

parent (71), involv (52), teacher (48), educ (36), goal (28), efficaci (24), studi (23), person (23), standard (23), school (22), set (20), toward (19), research (19), overlap (16), knowledg (16), base (15), particip (14), servic (14), pre (14), two (14), pre-servic (13),
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Association:
Name: MWERA Annual Meeting
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http://www.mwera.org


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MLA Citation:

Stuckey, Angeline. "The Influence of Goal Setting and Knowledge Bases on Personal Standards and Involvement Efficacy of Pre-Service Teachers" Paper presented at the annual meeting of the MWERA Annual Meeting, Sheraton Westport Chalet Hotel, St. Louis, MO, Oct 14, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p379609_index.html>

APA Citation:

Stuckey, A. , 2009-10-14 "The Influence of Goal Setting and Knowledge Bases on Personal Standards and Involvement Efficacy of Pre-Service Teachers" Paper presented at the annual meeting of the MWERA Annual Meeting, Sheraton Westport Chalet Hotel, St. Louis, MO Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p379609_index.html

Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: This study hypothesized to influence the personal standards and efficacy toward parent involvement in education for pre-service teachers. Fifty-two pre-service teachers participated in an overlapping goal-setting strategy and received two knowledge bases. Students were given the pretests on personal standards and efficacy toward parent involvement in education before the overlapping goal setting strategy intervention and posttests immediately after the intervention. Results of data analyses revealed influences in the personal standards and efficacy toward parent involvement in education for the pre-service teachers. Implications for learning and instruction are discussed.


Similar Titles:
Teacher Efficacy and Pedagogical Content Knowledge: A Study of Pre-Service Science Teacher Candidates

The effects of study abroad programs on pre-service teachers' knowledge base and perspectives: The case of bi-lingual schools in northern Spain

Urban Parents as Teacher Educators: Reframing How We Prepare Pre-Service Teachers for Urban Schools


 
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