"Never Say Never": Engendering Hope to Scaffold Collective Classroom Efficacy in Urban Schools

• In Event: 25.067 - Roundtable Session 7
  In Roundtable Session: 25.067-17 - Issues in Urban Learning, Teaching, and Research

Abstract

The purpose of this study was to examine the concept of engendering hope as a motivational tool in relation to interactively developing Collective Classroom Efficacy (CCE). CCE relates to academic and social responsibilities and relationships constructed between teachers and learners and among learners through academic activities (Authors, 2011). Two research questions guided this study: In what ways does the classroom structure engender hope? How does hope become a motivational scaffold in developing CCE? This research was conducted with participant data from one teacher’s classroom across three different years, in an urban, highly diverse school. The results help us understand CCE and hope as distinct, yet related constructs in relation to student social and academic growth.

Authors

• Suzanne H. Jones, Utah State University

• LeAnn G. Putney, University of Nevada - Las Vegas

• Brett D. Campbell, Utah State Board of Education