A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence

By H. Richard Milner, A. W. Hoy. 2003

274 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a70d1a5e9fafc1e45beb03655a69f01a9cc69c16

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Citations in the corpus

The Impact of White Teachers on the Academic Achievement of Black Students: An Exploratory Qualitative Analysis (2008, background): ““The idea is that when stereotyped individuals are in situations where stereotype applies, they bear an extra emotional and cognitive burden” (Milner & Hoy, 2003, p. 265).”
Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study (2012, methodology): “In conclusion, this study provided an alternative research paradigm, through a qualitative lens, to expand on current understandings of teacher efficacy within a specific teacher collaborative undertaking, an aspect which quantitative studies have not been able to capture (Labone, 2004 ; Milner & W”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “…instance, self-efficacy beliefs reflect teachers’ motivations for teaching, such that they influence teaching goals (e.g., Ciani, Summers, & Easter, 2008), intentions to engage in culturally responsive practices (Siwatu, 2007), and intentions to persevere in classroom contexts (Milner & Hoy, 2003).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “…social cognitive theory, instructors asked to describe the sources of their teaching self-efficacy have indicated that social evaluations were particularly important earlier in their careers and before they had many direct teaching experiences (Milner and Woolfolk Hoy 2003; Morris and Usher 2011).”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “This is significant, for, as Pajares (1992) explains, the more central they are, the more stable over time, the less sensitive they are to changes in the context, the more fixed are beliefs.”
Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions (2007, background): “Thus, types of social persuasion such as verbal feedback, encouragement, praise, norms of persistence, and achievement can induce a supportive social environment, whereas lack of feedback and criticism from colleagues and students can create an unsupportive environment (Milner & Hoy, 2003).”
Microteaching and pre-service teachers’ sense of self-efficacy in teaching (2014, unknown): “…has been used by many other researchers to measure teachers’ and pre-service teachers’ sense of self-confidence in teaching and their efficacy (Hoy and Spero 2005; Knobloch and Whittington 2002; Mergler and Tangen 2010; Milner and Hoy 2003; Skaalvik and Skaalvik 2007; Wolters and Daugherty 2007).”