The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement.

By Catherine D. Bruce, Indigo Esmonde, John A. Ross, Lesley Dookie, Ruth Beatty. 2010

276 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/4adb75cebca1aca02912b86fdf920f3c522d6f77

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In Education

1. M. Wyatt

Citations in the corpus

• Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “While, through the explanations of these authors, this has seemed clear to many people since, some researchers (e.g. Atay 2007; Bruce et al. 2010) continue to conflate the two sets of ideas.”
• Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “…professional development and teacher education may most powerfully influence teachers’ self-efficacy when they provide opportunities for teachers to apply their newfound knowledge and skills in authentic settings (Bruce et al. 2010; McDonnough and Matkins 2010; Tschannen-Moran and McMaster 2009).”