The Impact of Student Characteristics and Teacher Efficacy on Teachers' Predictions of Student Success.

By Nelly Tournaki, D. M. Podell. 2005

207 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/28e5e34255e6d5fabd767ee87dab13f89af79c8c

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Citations in the corpus

Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, methodology): “The research design is based on a survey-experimental methodology previously used to study the effects of student level variables on teacher expectations (Auwarter & Aruguete, 2008a, 2008b; Del Río & Balladares, 2010; Tournaki, 2003; Tournaki & Podell, 2005).”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “Tournaki and Podell (2005) asked teachers to reflect on past experiences rather than on forward-looking capabilities, e.g., “When a student does better than usual, many times it is because I exerted a little extra effort” (p. 303).”
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19 (2021, background): “Additionally, teachers with high self-efficacy aremore likely to have high expectations of student academic achievement (Tournaki & Podell, 2005; Fackler & Malmberg, 2016) and have more success at raising student academic achievement (Anderson et al., 1988; Midgley et al., 1989).”
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2008, background): “In that teacher efficacy refers to teachers ’ beliefs in their ability to affect student outcomes (Tournaki and Podell 2005), it is typically considered as a comparable component of belief, not knowledge.”
Exploring Literacy Teachers' Self-Efficacy Beliefs: Potential Sources at Play. (2011, background): “…upon the subject area, characteristics of students, the number of teacher preparations they face, and whether they are teaching outside of their field of expertise (Raudenbush, Rowan, & Cheong, 1992; Ross, Cousins, & Gadalla, 1996; Ross, Cousins, Gadalla, & Hannay, 1999; Tournaki & Podell, 2005).”
The Impact of Teacher Self-efficacy on the Students' Motivation and Achievement (2012, background): “In addition, Tournaki and Podell (2005) gathered data from three hundred and eighty-four general education teachers in order to examine how the interaction between student and teacher characteristics affects teachers’ predictions of students’ academic and social success.”
Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement (2017, background): “Tournaki and Podell (2005) published records of more than 300 teachers about the influence of their behavior on student success and teacher vision and predictions about students.”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, methodology): “In this climate, research based on earlier conceptualizations of teachers’ self-efficacy beliefs (and thus including GTE items) persists (e.g. de la Torre Cruz and Arias 2007; Gencer and Cakiroglu, 2007; Tournaki and Podell, 2005).”