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Social Sources of Teacher Self-Efficacy: The Potency of Teacher Interactions and Proximity to Instruction


by Sabina Rak Neugebauer, Megan Hopkins & James P. Spillane - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 4, 2019, p. 1-32
https://www.tcrecord.org ID Number: 22611, Date Accessed: 10/20/2019 5:17:18 AM
 
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About the Author
  • Sabina Neugebauer
    Temple University
    E-mail Author
    SABINA RAK NEUGEBAUER is an assistant professor in the College of Education at Temple University. Dr. Neugebauer’s research focuses on teacher practices and instructional programs that support students’ language and literacy development. Two recent publications: “Teaching beyond the Intervention: The Contribution of Teacher Language Extensions to Vocabulary Learning in Urban Kindergarten Classrooms” in Reading and Writing with Michael Coyne, Betsy McCoach, and Sharon Ware and “Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners” in the Elementary School Journal with Perla Gamez, Michael Coyne, Ingrid Colon, Betsy McCoach and Sharon Ware.
  • Megan Hopkins
    University of California, San Diego
    E-mail Author
    MEGAN HOPKINS is an assistant professor in the Department of Education Studies at the University of California, San Diego. Her research explores systems-level approaches to educational change and instructional improvement, with an emphasis on designing school systems that support equity and inclusion and that facilitate teacher learning and development. Two recent publications: "School system educational infrastructure and change at scale: Teacher peer interactions and their beliefs about mathematics instruction," with James P. Spillane and Tracy Sweet, and "Organizing English learner instruction in new immigrant destinations: District infrastructure and subject-specific school practice," with Rebecca Lowenhaupt and Tracy Sweet, both of which can be found in the American Educational Research Journal.
  • James Spillane
    Northwestern University
    E-mail Author
    JAMES P. SPILLANE is the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at the School of Education and Social Policy at Northwestern University. Spillane has published extensively on issues of education policy, policy implementation, school reform, and school leadership. His work explores the policy implementation process at the state, district, school, and classroom levels, focusing on intergovernmental and policy-practice relations. Two recent publications: “Educational reform as system building” in Educational Researcher with David Cohen and Don Peurach, and “The elephant in the schoolhouse: The role of propinquity in school staff interactions about teaching” in Sociology of Education with Matt Shirrell and Tracy Sweet.
 
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