TY - JOUR
AU - McDaniel, Elizabeth A.
AB - ENHANCING TEACHER EFFICACY IN SPECIAL EDUCATION THROUGH THE ASSESSMENT OF STUDENT PERFORMANCE Regina Miller Elizabeth A. McDaniel Collection of student data, both academic and behavioral, can enhance teacher self-assessment and self-efficacy and promote learning. Di d you ever wonder why most teachers get nervous when a supervisor walks into the classroom? Wh y do most teachers shud- der at the thought of being videotaped? Data from these sources and data on student progress, collected continuously and sys- tematically, can help teachers assess the impact of their teaching. If they fail to collect this data, teachers can fall into a vicious cycle of low self-efficacy and uninformed decision making. Objectives are not clearly stated and student progress is not carefully meas- ured. This article advocates the collection of student data, both academic and behavioral, to enhance teacher self-assessment and self-efficacy and to promote learning. Instruction that focuses on direct and continuous measurement of student progress toward NOVEMBER 1989 171 specific instructional objectives makes use of data in instructional decision making. The article also gives suggestions for simple, inexpensive, and unobtrusive methods for collecting data on stu- dent behavior, learning, and performance. The Theory of Self-Efficacy and Its Implications for Special 
TI - Enhancing Teacher Efficacy in Special Education Through the Assessment of Student Performance
JF - Academic Therapy    
DO - 10.1177/105345128902500205
DA - 1989-11-01
UR - https://www.deepdyve.com/lp/sage/enhancing-teacher-efficacy-in-special-education-through-the-assessment-Fc0lJcFlb7
SP - 171
EP - 181
VL - 25
IS - 2
DP - DeepDyve
ER -