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dc.contributor.advisorJones, Janine
dc.contributor.authorCantrick Zigarelli, Julia Marie
dc.date.accessioned2017-10-26T20:45:31Z
dc.date.submitted2017-08
dc.identifier.otherCantrickZigarelli_washington_0250E_17673.pdf
dc.identifier.urihttp://hdl.handle.net/1773/40453
dc.descriptionThesis (Ph.D.)--University of Washington, 2017-08
dc.description.abstractThe present study utilized a mixed-methods design to evaluate Dynamic Home Visits, a strengths-based home visiting intervention designed to increase teachers’ self-efficacy for teaching culturally diverse students and strengthen home-school relationships. The main goal of this study was to conduct an initial evaluation of the logic model, fidelity, and generation of possible indicators for positive outcomes for the intervention. Specifically, this study sought to measure the effectiveness of DHV on teacher perceptions of culturally responsive teaching self-efficacy and family engagement as well as family motivation for engagement. Results indicated after the intervention teachers were significantly more confident teaching culturally diverse students and reported a change in their perceptions about students and families. Results regarding how the intervention impacted families’ motivation for engagement were not as robust. While teachers reported a significant increase in their relationship with families and a change in their understanding of family engagement, analysis of data from family participants produced mixed results as to whether it impacted their motivation for engagement. This initial pilot was investigated as a case study in order to understand the complex experiences of four teachers and six families. While results are not generalizable, the findings do contribute to a growing body of literature theorizing how to effect change in teacher perceptions and beliefs. Limitations of the study, recommendations for modification of the intervention and future directions for research are provided.
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.rightsnone
dc.subjectcultural responsiveness
dc.subjectdiversity
dc.subjectfamily engagement
dc.subjectmotivation
dc.subjectschool
dc.subjectteachers
dc.subjectEducational psychology
dc.subject.otherTo Be Assigned
dc.titleThe Role of Motivation in Changing Teacher Beliefs: An Investigation of a Strengths Based Intervention
dc.typeThesis
dc.embargo.termsRestrict to UW for 1 year -- then make Open Access
dc.embargo.lift2018-10-26T20:45:31Z


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