Promoting Teacher Efficacy for Working With Culturally Diverse Students

By C. Tucker, Terrence Porter, W. Reinke, K. Herman, Phyllis D. Ivery, C. Mack, E. S. Jackson. 2005

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Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, background): “In addition, participation in special education training improve teachers’ sense of selfefficacy [45,61].”
The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, unknown): “Of the 27 articles that remained, 6 did not include the full published scale (Brownell & Pajares, 1999; Faleye, 2008; Howard, Horne, & Jolliff, 2001; Rimm-Kaufman & Sawyer, 2004; Tucker et al., 2005; Yoon, 2004).”
Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation (2010, background): “teachers) and specific situations (e.g. handling misbehaviour problems; Almog & Shechtman, 2007; Emmer & Stough, 2001; Ross & Bruce, 2007; Shechtman et al., 2005; Tucker et al., 2005).”
Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice (2018, background): “…management (Emmer & Hickman, 1991; Lin, Gorrell, & Taylor, 2002; Woolfolk, Rosoff, & Hoy, 1990) and teaching students from diverse backgrounds (Banks, Dunston, & Foley, 2013; Chu, 2013; Guyton & Wesche, 2005; Pang & Sablan, 1998; Siwatu, 2007; Sorrells, Schaller, & Yang, 2004; Tucker et al., 2005).”