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Examining Connections Between Teacher Perceptions of Collaboration, Differentiated Instruction, and Teacher Efficacy


by Yvonne L. Goddard & Minjung Kim — 2018


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Cite This Article as: Teachers College Record Volume 120 Number 1, 2018, p. 1-
http://www.tcrecord.org ID Number: 21945, Date Accessed: 10/16/2017 8:27:48 PM
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About the Author
  • Yvonne Goddard
    Ohio State University
    E-mail Author
    YVONNE GODDARD is Visiting Associate Professor at The Ohio State University. Her research and teaching interests include teacher collaboration, differentiated instruction, and efficacy as well as effective literacy practices for students who struggle. Recent articles: Goddard, Y. L., Goddard, R. D., & Kim, M. (2015). School instructional climate and student achievement: An examination of group norms for differentiated instruction. American Journal of Education, 122(1), 111–131. Goddard, R. D., Goddard, Y. L., Kim, E. S., & Miller, R. J. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501–530.
  • Minjung Kim
    Ohio State University
    E-mail Author
    MINJUNG KIM is Assistant Professor at Ohio State University. Her research interests are quantitative psychology including longitudinal data analysis using multilevel modeling and structural equation modeling. Recent articles: 1. Kim, M., Vermunt, J., Baak, Z., Jaki, T., & Van Horn. L. (in press). Modeling predictors of latent classes in regression mixture models. Structural Equation Modeling: A Multidisciplinary Journal. (Impact Factor, 2015: 4.176) 2. Kim, M., Lamont, E. A., Van Horn, L. (in press). Structural equation modeling: Applications using Mplus. Structural Equation Modeling: A Multidisciplinary Journal. (Impact Factor, 2015: 4.176)
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