Realizing Their Potential, Shaping Their Greatness: Using Self-Efficacy in a Graduate Reading Program to Shape K-6 Student Success

Realizing Their Potential, Shaping Their Greatness: Using Self-Efficacy in a Graduate Reading Program to Shape K-6 Student Success

Allyson Leggett Watson (Northeastern State University, USA), Meagan Moreland (Northeastern State University, USA) and Melinda Smith (Northeastern State University, USA)
Copyright: © 2018 |Pages: 14
DOI: 10.4018/978-1-5225-2998-9.ch015
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Research literature in public education often categorizes self-efficacy in order for practitioners of K-12 academic settings to understand how to relate to students. They often view self-efficacy in students' perception, intrinsic motivation and behavior in academic settings. This chapter utilizes the research literature from public education as a bridge to discover the importance of self-actualization of efficacy in developing reading specialists. Too often, students in public education who have been referred to a reading specialist due to struggles with reading, low academic performance or a high dropout risk are missing a level of self-efficacy. In that same context, the authors in this study looked to a specific program which prepares teachers of those students and incorporated rigorous self-efficacy scales to inform and shape practice. This chapter asserts that teachers are paramount in the successful development of an at-risk learner. This chapter provides empirical research centered around two core programs, undergraduate and graduate with specialization in urban education and reading.
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Background: Our Students, Our Story

The University. The heritage of our institution was founded on the premise of providing equal education for women regardless of their race or class. We began as a female seminary, with roots stemming from a rich and deep Cherokee tribal tradition. Our institution has provided public education in northeastern Oklahoma since 1909. Our historical accounts trace back to the 1800’s when women traditionally were not formally educated. The institutional historian, Dr. Brad Agnew, shares this history in his book, Roots of the Cherokee. The institution records the history on the webpage in the following account:

In 1846, Norland State University was founded as the Cherokee National Female Seminary. This historic link to the Cherokee Nation and Indian Territory make Norland the oldest institution of higher learning in the state. The original Seminary was built in Park Hill south of Tahlequah and destroyed by fire on Easter Sunday 1887. On May 7, 1889, the Cherokee National Female Seminary was dedicated north of Tahlequah, where it would continue to provide learning opportunities for young women for 20 years. Seminary Hall is now the historic centerpiece of Norland State, and each year on May 7, Descendants of Seminarians gather to observe Seminaries Homecoming in honor of our first students.

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