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Influence of an overlapping goal-setting strategy on the personal standards and efficacy toward parent involvement in education for preservice teachers.
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Stuckey, Angeline.. - : Northern Illinois University.Leadership, Educational Psychology and Foundations., 2010
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Abstract:
Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it. ; 134 p. ; This study examined an overlapping goal-setting strategy for pre-service teachers that was hypothesized to influence their personal standards and efficacy toward parent involvement in education. In this quasi-experimental study, an alternative intervention (constructed response strategy) was administered on a different group of pre-service teachers. An important aspect of this study was to conceptualize the construct of personal standards as composed of value for usefulness, affect and the outcome expectancies that pre-service teachers hold toward parent involvement in education.One hundred and four pre-service teachers participated in two types of workshops. The workshops were administered in four phases. The first phase included introductions to the workshop and the research study; the consent procedure and the administration of pretests on personal standards and efficacy toward parent involvement in education. The second phase of the workshop included participants completing an interactive worksheet during the presentation of two knowledge bases. The first knowledge base contained information on parents' characteristics specific to school involvement. The second knowledge base was on the parent engagement practices that teachers use in making efforts to encourage parent involvement in educational activities. The third phase of the workshops and immediately following the presentation of the knowledge bases, participants participated in the learning activities designated for their particular workshop. The fourth and final phase of the workshops involved the administration of the posttests on personal standards and efficacy and a short debriefing about the research study and the confidentiality of participants' responses.Results of the study revealed construct validity and good reliability for the three components defining the construct of personal standards. Pre-service teachers' personal standards and efficacy increased after participating in both workshops. Analyses on pretest and posttest scores showed no significant differences between the overlapping goal-setting and the constructed response groups on the dependent variables. Implications and suggestions for teacher education programs that would encourage the growth of personal standards and efficacy toward parent involvement in education for pre-service teachers are provided in addition to directions for future research.
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Keyword:
Administration; Early childhood education Parent participation Middle West Public opinion; Education; Educational Psychology; Elementary Parent participation Middle West Public opinion; Secondary Parent participation Middle West Public opinion; Special education Parent participation Middle West Public opinion; Teacher Training; Teachers Training of Middle West Attitudes
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URL: http://commons.lib.niu.edu/handle/10843/12017
http://hdl.handle.net/10843/12017
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