Teacher Self Efficacy in Enacting an American Indian Curriculum; A Multicase Study of the Municipal School District
Harstad, Jane Frances
Doctor of Education
Date of Defense:
May 22, 2012
Susan Faircloth, Dissertation Advisor/Co-Advisor Susan Faircloth, Committee Chair/Co-Chair Roger C Shouse, Committee Chair/Co-Chair Stephanie L Knight, Committee Member James F Nolan Jr., Special Member Tarajean Yazzie Mintz, Special Member
: perceived teacher efficacy content knowledge curriculum enactment American Indian multicultural curriculum
This mixed methods study of the American Indian curriculum in the Municipal School District explored the perceived levels of efficacy and content knowledge of teachers and the relationship of these levels to the enactment of an American Indian curriculum in a district with few American Indian students. Research questions include:
1. How do participants assess their perceived efficacy and content knowledge regarding the American Indian curriculum?
2. What is the relationship between the participants’ perceived efficacy, their perceived content knowledge, and the enactment of the American Indian curriculum?
Using multiple methods, to include a survey, an efficacy scale, and stimulated recall of video analysis with a follow up interview, this study examined the questions outlined above, in an attempt to shed light on the extent to which teachers perceive themselves to be knowledgeable and able to effectively enact the American Indian curriculum.