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Plurilingual Literary Spaces
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In: ISSN: 2046-3820 ; Francosphères ; https://hal.archives-ouvertes.fr/hal-03375469 ; Francosphères, Liverpool University Press, 2021, Traduire, la contrainte, 10 (2), pp.185-203. ⟨10.3828/franc.2021.14⟩ ; https://liverpooluniversitypress.co.uk/journals/article/66631/ (2021)
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Language and Authority in the Celestina. Institutions, Incongruence and Shifting Symbolic Power
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In: Celestinesca; Vol. 31 (2007); 85-102 ; 2695-7183 ; 0147-3085 (2021)
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Teachers’ Perceptions of Students’ Postsecondary Education Aspiration Capabilities
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Why do early career teachers leave inner-city schools? A qualitative study of the revolving door in Winnipeg, Canada
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L'école d'aujourd'hui face au marché économique : capital culturel et marché scolaire chez Pierre Bourdieu
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In: https://hal-univ-paris8.archives-ouvertes.fr/hal-02861210 ; 2020 (2020)
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Langue/langage
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In: Dictionnaire International Bourdieu ; https://halshs.archives-ouvertes.fr/halshs-03058257 ; Dictionnaire International Bourdieu, 2020, pp. 494-497 (2020)
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From Postmodernism to Posthumanism: Theorizing Ethos in an Age of Pandemic
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In: Humanities ; Volume 9 ; Issue 2 (2020)
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Mining cross-cultural relations from Wikipedia: A study of 31 European food cultures
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In: Proceedings of the 7th ACM Web Science Conference 2015 ; 1-10 ; ACM Web Science Conference (WebSci '15) ; 7 (2020)
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From Discursive Practice to Logic? Remarks on Logical Expressivism
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In: Dialogue & Discourse; Vol 11 No 2 (2020); 34-73 ; 2152-9620 (2020)
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'Turning' everywhere in IR: on the sociological underpinnings of the field’s proliferating turns
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Voz poética e voz política em Diário de um ano ruim de J. M. Coetzee ; Poetic voice and political voice in J. M. Coetzee's Diary of a Bad Year
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Ribeiro, Carlos José Mendes. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Escola de Artes, Ciências e Humanidades, 2020
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Within and between: an ethnographic study of the work of nurses in adult acute care wards
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Self-efficacy in the Classroom: A Socio-cultural Perspective on the Contributing and Detracting Factors
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Abstract:
This thesis is an investigation into both self-efficacy and cultural capital in New Zealand classrooms. I believe that there is a useful intersection to be found between these two concepts, and through this thesis I aim to provide teachers and leaders with further knowledge to promote self-efficacy development in their students. I will argue that a strengths-based approach is critical in acknowledging and validating cultural capital, and providing a platform from which self-efficacy can be fostered. I consider that it is pertinent for educational leaders to consider the self-efficacy development of both their students and teachers, in order to increase agency throughout the school. Based on my analysis of the literature it would seem that self-efficacy is highly complex, and difficult to quantifiably measure. I will argue in this thesis, that part of this complexity is due to the socio-cultural nature of the construction, and continuance of self-efficacy. Cultural capital is similarly complex and multifaceted with a very broad spectrum of contributing factors. I will also argue that cultural capital, when considered from a deficit perspective can become a type of cultural distance from prevailing norms. This cultural distance can serve to limit self-efficacy development. A mixed methods approach, situated from a pragmatic research position was adopted to conduct a naturalistic research project. In order to conduct the research I selected two case study schools and one further supplementary school. Initially I surveyed the participants to discover a comparative reference of their levels of self-efficacy. This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. I believe that increasing the understanding of self-efficacy, combined with deliberate strategies employed by educational leaders to adopt strengths-based and differentiated approaches will ultimately improve outcomes for a broad demographic of students.
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Keyword:
Bandura; Bourdieu; Classroom; Cultural capital; Culture; Efficacy; Self-efficacy; Teacher
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URL: http://hdl.handle.net/10292/12517
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Yabancı: An Autoethnography of Migration ... : Yabancı: eine Autoethnografie der Migration ...
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Hauber-Özer, Melissa. - : Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2019
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Academic and Social Experiences of Chinese International Undergraduate Students at a Canadian University ...
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The Modern Prince and the Sociological Imagination. Michael Burawoy in Conversation with Riccardo Emilio Chesta ...
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Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
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In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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Yabancı: eine Autoethnografie der Migration ; Yabancı: An Autoethnography of Migration
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 20 No. 3 (2019): Qualitative Content Analysis I ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 20 Núm. 3 (2019): Qualitative Content Analysis I ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Bd. 20 Nr. 3 (2019): Qualitative Inhaltsanalyse I ; 1438-5627 (2019)
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Do students' language backgrounds explain achievement differences in the Luxembourgish education system? ...
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Yabancı: An Autoethnography of Migration
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 20 ; 3 ; 21 (2019)
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