A Case Study of an Experienced English Teacher's Self-efficacy and Persistence through "Crisis" Situations: Theoretical and Practical Considerations

By H. Richard Milner. 2002

132 citations recorded by the source corpus.

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Citations in the corpus

Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, background): “…(Ross, 1992), teacher motivation (Midgley, Feldlaufer, & Eccles, 1989), teacher behavior in the classroom (Ghaith & Yaghi, 1997; Guskey, 1988; Milner, 2002), ideology about the control of pupils (Woolfolf & Hoy, 1990), enthusiasm for teaching (Allinder, 1994; Ashton, 1984), workrelated…”
A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence (2003, methodology): “…willing to experiment with new methods to better meet the needs of their students (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977; Ghaith & Yaghi, 1997; Guskey, 1988; Milner, 2002; Stein & Wang, 1988), and tend to exhibit greater levels of planning and organization (Allinder, 1994; Milner, 2001).”
Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness (2015, background): “More specifically, teachers’ sense of efficacy is closely linked to teacher behaviors in the classroom (Ghaith & Yaghi, 1997; Guskey, 1988; Milner, 2002; Napoles & MacLeod, 2013; Önen & Kaygisiz, 2013), their ideology about classroom management (Woolfolk & Hoy, 1990), enthusiasm for teaching…”
Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “Teachers’ sense of efficacy has also been related to teacher behaviour in the classroom (Ghaith & Yaghi, 1997; Guskey, 1988; Milner, 2002), their ideology about the control of pupils (Woolfolk & Hoy, 1990), enthusiasm for teaching (Allinder, 1994; Ashton, 1984; Ashton et al., 1982), level of stress…”
Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “Milner (2002) found that verbal persuasion operated as a critical source of self-efficacy until successful mastery experiences occurred for a European American high school teacher.”
Microteaching and pre-service teachers’ sense of self-efficacy in teaching (2014, background): “Teachers with a high level of sense of self-efficacy are more willing to teach and behave more responsibly; they can develop an effective teaching plan and are more willing to apply new teaching methods (Allinder 1994; Evans and Tribble 1986; Guskey 1988; Milner 2002).”