Measuring teacher candidate self-efficacy using varied learning environments to implement explicit instruction

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dc.contributor.advisorKeeley, Randa
dc.contributor.committeeMemberPeterson-Ahmad, Maria
dc.contributor.committeeMemberTrujillo-Jenks, Laura
dc.creatorBeecher, Schuyler 1993-
dc.creator.orcid0009-0009-9958-3739
dc.date.accessioned2023-06-26T17:19:18Z
dc.date.available2023-06-26T17:19:18Z
dc.date.created2023-05
dc.date.issuedMay 2023
dc.date.submittedMay 2023
dc.date.updated2023-06-26T17:19:19Z
dc.description.abstractThe call for research in the special educator preparation community is needed to help provide successful strategies to support effective teaching and student learning (Brownell et al., 2019). The purpose of this study was to better understand the impact of a learning environment for pre-service educator self-efficacy and their implementation of explicit instruction. Through qualitative and quantitative investigation, this study helped better understand alternative technology learning environments and how they impacted pre-service educator performance on expected assignments in their preparation program.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11274/15140
dc.language.isoEnglish
dc.subjectEducation, Special
dc.subject.otherSpecial education
dc.subject.otherTeacher education
dc.subject.otherEducator preparation program
dc.titleMeasuring teacher candidate self-efficacy using varied learning environments to implement explicit instruction
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Professional Education
thesis.degree.departmentTeacher Education
thesis.degree.disciplineSpecial Education
thesis.degree.grantorTexas Woman's University
thesis.degree.nameDoctor of Philosophy
thesis.degree.programAPA 7th edition
thesis.degree.schoolTexas Woman's University

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