References
[1]. Ashton, P. (1984). Teaching Efficacy: A Motivational
Paradigm For Effective Teacher Education. Journal of
Teacher Education, 35(5), 28-35.
[2]. Ashton, P. T., Webb, R. B., & Doda, N. (1983). A study of
teachers' sense of efficacy. Final Report. Gainesville, FL:
University of Florida. (ERIC Document Reproduction
Service. No. ED231833).
[3]. Bandura, A. (1977). Self-efficacy: Toward a Unifying
Theory Of Behavioral Change. Psychological Review, 84,
191-215.
[4]. Bandura, A. (1986). Social Foundations Of Though
And Action: A Social Cognitive Theory. Englewood Cliffs,
NJ: Prentice-Hall.
[5]. Bandura, A. (1993). Perceived Self-efficacy In
Cognitive Development And Functioning. Educational
Psychologist, 28(2), 177-148.
[6]. Bandura, A. (1997). Self-efficacy: The exercise of
control. New York; W.H. Freeman and Company.
[7]. Bell, L. I. (2001). High-performing, high-poverty
schools. Educational Leadership, 31(1), 8-13.
[8]. Ceyanes, J. (2004). An Analysis Between Teacher Trust
In The Principal And Teacher Burnoutas Identified By
Teachers In Selected Texas Public Schools. ProQuest
Information and Learning Company, (UMI 3202228).
[9]. Craig, P. (2006). A Descriptive Analysis Of The
Relationship Between Specific Teacher Characteristics And Teacher Efficacy In Florida's Low-performing Public
High Schools. ProQuest Information and Learning
Company, (UMI3248269).
[10]. Crowl, T. K. (1996). Fundamentals Of Educational
Research (2nd ed.). The College of Staten Island, City
University of New York.
[11]. Darling-Hammond, L. (1996). What matters most:
Teaching for America's future. Report of the National
Commission on Teaching and America's Future.
[12]. Darling-Hammond, L. (2000). Teacher Quality And
Student Achievement: A Review Of State Policy Evidence.
Education Policy Analysis Archives, 8(1), 1-38.
[13]. Delso, D. L. (1993). What good teachers do: A
Qualitative Study Of Experienced Oklahoma Teacher's
Views On Effective Teaching. ProQuest Information and
Learning Company, (UMI9400130).
[14]. Donald, K. (2009). Evaluation of Self-reported
Teacher Efficacy And Minority Achievement In Middle
School. ProQuest Information and Learning Company,
(UMI3341510).
[15]. Etheridge, S. D. (2001). Title I School Wide Programs:
District Support For Achieving Success. Journal of
Education for Students Placed At Risk, 6(4), 335-356.
[16]. Gall, M. D., Gall, J. & Borg, W. B. (2005). Educational
research. Boston: Pearson Education, Inc.
[17]. Garcia, H. (2004). The impact of collective efficacy
on student achievement: Implications for building a
learning community. ProQuest Information and Learning
Company, (UMI3165916).
[18]. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A
construct validation. Journal of Educational Psychology.
76(4), 569-582.
[19]. Goddard, R. D. (1998). The Effects Of Collective
Teacher Efficacy On Student Achievement In Urban Public
Elementary Schools. Dissertation Abstracts International,
59 (10), 3702. (UMI9911194).
[20]. Goddard, R. D., Hoy, W. K., Woolfolk Hoy, A. (2000).
Collective teacher efficacy: Its meaning, measure, and
effect on student achievement. American Education
Research Journal. 37(2), 479-507.
[21]. Goldhaber, D., & Anthony, E. (2003). Indicators of
teacher quality. ERIC Digest. New York: ERIC
Clearinghouse on Urban Education..
[22]. Green, S. B., Salkind, N. J. (2005). Using SPSS for
Windows and Macintosh: Analyzing and understanding
data (4th ed.). Upper Saddle River, New Jersey, 07458.
[23]. Hinojosa, M. A. (2005). A comparison of academic
achievement of economically disadvantaged
elementary students served in Title I Part A programs:
Targeted assistance versus schoolwide models. ProQuest
Information and Learning Company, (UMI3181047).
[24]. Hoy, W. K., Smith, P. G., & Sweetland, S. R. (2002). A
test of a model of school achievement in rural schools:
The significance of collective efficacy. In W. K Hoy & C.
Miskel (Eds.), Theory and Research in Educational
Administration (Vol. 1, pp. 185-202). Greenwich, CT:
Information Age Publishing.
[25]. Lazaro, V. L. (2005). Factors That Influence The
Achievement Of Economically Disadvantaged Students
In A Large, Urban Texas School District: A critical race
analysis of equitable academic success. ProQuest
Information and Learning Company, (UMI3215925).
[26]. Marzano, R. J., Pickering, D. J., & Pollock, J. E.
(2001). Classroom instruction that works: Researchbased
strategies for increasing student achievement.
Alexandria, VA: Association for Supervision and Curriculum
Development.
[27]. Meijer, C., & Foster, S. (1988). The Effect Of Teacher
Self-efficacy On Referral Chance. Journal of Special
Education, 22, 378-385.
[28]. No Child Left Behind Act of 2001. (2003, January).
Implications for special education policy and practice.
Selected sections of Title I and II. Retrieved June 6, 2004,
from http://www.ed.gov/nclb
[29]. Naumann, L. M. (2008). Collective Efficacy As
Identified By Teachers At Heritage Middle School, East
Central Independent School District, San Antonio, Texas.
Proquest Information and Learning Company,
(UMI3321758)
[30]. Puma, J. J., Karweit, N., and Price, C. (1997).
Prospects: Final report on student outcomes. Cambridge, MA: Bat Associates, Inc.
[31]. Rees, N. S. (1999, April). A close look at Title I, the
federal program to aid economically disadvantaged
children.Retrieved March 22, 2004, from
http://www.heritage.org/library/backgrounder/bg1271.ht
ml
[32]. Ross, J. A., Hogaboam-Gray, A., & Gray, P. (2003,
March). The contribution of prior student achievement
and school processes to collective teacher efficacy in
elementary schools. Paper presented at the annual
meeting of the American Educational Research
Association.
[33]. Sanders, W., & Rivers, J. (1996). Cumulative And
Residual Effects Of Teachers On Future Student Academic
Achievement. Knoxville, TN: University of Tennessee Value-
Added Research and Assessment Center.
[34]. Slavin, R. E. (2001). How Title I Can Become The
Engine Of School Reform In America's Schools. In Borman,
Stringfield, and Slavin (Eds.), Title I compensatory
education at the crossroads (pp. 235-260). Mahwah, NJ:
Lawrence Erlbaum Associates.
[35]. Stronge, J. H. (2007). Qualities of Effective Teachers
(2nd ed). Association for Supervision & Curriculum
Development.
[36]. Theuer, K. A. (2003). On the road to becoming
exemplary: Teachers perceptions of their development.
ProQuest Information and Learning Company,
(UMI3112551).
[37]. Tschannen-Moran, M., & Hoy, W. K. (2000). A
multidisciplinary analysis of the nature, meaning and
measurement of trust. Review of Educational Research,
70(4), 547-593.
[38]. Tschannen-Moran, M., Woolfolk Hoy, A. E. (2001).
Teacher efficacy: capturing an elusive construct.
Teaching and Teacher Education, 17, 783-805.
[39]. Texas Education Agency (2007). Number of
exemplary campus increases. Retrieved June 10, 2009,
from http://ritter.tea.state.tx.us/press/07accountability_
release.pdf
[40]. U. S. Department of Education (1998). Turning around low-performing schools: A guide for state and
local leaders. Retrieved June 9th, 2004, from
http://www.ed.gov/pubs/turning/title.html
[41]. Weber, B., & Omotani, L. M. (1994). The Power of Believing. Executive Educator, 16, 35-38.
[42]. Woolfolk, A., & Hoy, W. K. (1990). Prosective Teachers'
Sense of Efficacy and Beliefs About Control. Journal of
Educational Psychology, 82, 81-91.