Does Implementing an Evidence-Based Intervention Impact Teachers’ Self-Efficacy When Working With Students Experiencing Difficulty?

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  In Roundtable Session: Advancing STEM Education Opportunities for Students With Disabilities (Table 28)

Abstract

This study examined the impact of teachers’ participation in Fraction Face-Off (FFO), an evidence-based fraction intervention program designed for fourth-grade students with mathematics difficulty, on their self-efficacy. For teachers of students with MD, developing meaningful access points into mathematical concepts (e.g., fractions) has posed challenges, arguably leading to lower self-efficacy. Nevertheless, Bandura’s (1977) self-efficacy theory suggests increased self-efficacy should teachers experience positive student outcomes. Although research showed that FFO improves students’ fraction learning (Fuchs et al., 2013), its impact on teachers’ self-efficacy remains unexplored. We tested the hypothesis that FFO is positively associated with teachers’ self-efficacy. Preliminary results indicated no statistically significant evidence of a relation between teachers’ participation in FFO and their self-efficacy.

Authors

• Joanne Joo, Southern Methodist University

• Jessica Mao, University of Texas at Austin

• Leanne R. Ketterlin-Geller, Southern Methodist University