Which one of the following alternatives best illustrates collective self-efficacy of teachers?
a. The teachers at West Middle School confer weekly about students who are at risk for academic failure, and they are confident that by working together they can help these students be successful at school.
b. The teachers at South Elementary School have coordinated what they do at each grade level so that at any particular grade, students master the knowledge and skills they will need in the subsequent grade.
c. The English teachers at East High School have agreed on how they will teach the required freshman English class. That way, students will have a similar classroom experience no matter which teacher they have for the course.
d. A third-grade teacher and a fourth-grade teacher at North Elementary School have combined their two classes into one large class. Sometimes they team-teach the entire group. At other times they divide the class into two smaller groups, one of which is ready for more advanced work than the other.
Question 2
The textbook recommends that teachers coordinate their efforts with people in the community at large. Which one of the following examples most clearly illustrates the spirit of its recommendation?
a. Ms. Argersinger asks students to use their new vocabulary words when they have conversations at home with their parents.
b. Mr. Byers spends one Saturday a month in the local university library keeping up to date on the latest educational research.
c. Ms. Chimenis brings a newspaper article to class that describes recent advances in genetic engineering.
d. Mr. Deyermond consults with a parole officer about how they might work together to keep several at-risk students in school.
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Foundations of American Education: Becoming Effective Teachers in Challenging Times