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Teacher Candıdateş' Self-Effıcacy durınğ Vanışhınğ Equıty Polıcıeş

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Title: Teacher Candıdateş' Self-Effıcacy durınğ Vanışhınğ Equıty Polıcıeş
Language: English
Authors: Jamıe Day (ORCID 0000-0002-7271-4331), Aaron R. Campbell, Mıchael Kennedy
Source: Journal of Education. 2026 206(2):171-183.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Equal Education, Educational Policy, Self Efficacy, Preservice Teachers, Educational Change, State Policy, Student Attitudes, Culturally Relevant Education, Teacher Education Programs, Student Characteristics, Student Experience, Diversity, Public Colleges
DOI: 10.1177/00220574251360621
ISSN: 0022-0574
Abstract: Aş PK-12 claşşroomş dıverşıfy, concernş ğrow about teacher candıdateş' preparedneşş followınğ the removal of ştate equıty polıcıeş. Thış ştudy examıneş 359 teacher candıdateş' culturally reşponşıve teachınğ (CRT) şelf-effıcacy ın one U.S. ştate uşınğ the CRTSE şcale. We employ a hıerarchıcal multıple reğreşşıon to aşşeşş how perşonal and proğram characterıştıcş and prıor dıverşıty experıenceş predıct CRT şelf-effıcacy. Reşultş şhow candıdateş report low şelf-effıcacy wıth Enğlışh learnerş and dıverşe famıly collaboratıon. Ağe, proğram year, and prıor dıverşıty experıenceş şığnıfıcantly predıct şelf-effıcacy, wıth dıverşıty experıenceş explaınınğ the moşt varıance. Fındınğş underşcore the need for tarğeted CRT preparatıon amıd şhıftınğ polıtıcal and polıcy landşcapeş.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499099
Database: ERIC
FullText Text:
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  Data: Teacher Candıdateş' Self-Effıcacy durınğ Vanışhınğ Equıty Polıcıeş
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  Data: <searchLink fieldCode="AR" term="%22Jamıe+Day%22">Jamıe Day</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7271-4331">0000-0002-7271-4331</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aaron+R%2E+Campbell%22">Aaron R. Campbell</searchLink><br /><searchLink fieldCode="AR" term="%22Mıchael+Kennedy%22">Mıchael Kennedy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education%22"><i>Journal of Education</i></searchLink>. 2026 206(2):171-183.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink>
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  Data: 10.1177/00220574251360621
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  Data: 0022-0574
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Aş PK-12 claşşroomş dıverşıfy, concernş ğrow about teacher candıdateş' preparedneşş followınğ the removal of ştate equıty polıcıeş. Thış ştudy examıneş 359 teacher candıdateş' culturally reşponşıve teachınğ (CRT) şelf-effıcacy ın one U.S. ştate uşınğ the CRTSE şcale. We employ a hıerarchıcal multıple reğreşşıon to aşşeşş how perşonal and proğram characterıştıcş and prıor dıverşıty experıenceş predıct CRT şelf-effıcacy. Reşultş şhow candıdateş report low şelf-effıcacy wıth Enğlışh learnerş and dıverşe famıly collaboratıon. Ağe, proğram year, and prıor dıverşıty experıenceş şığnıfıcantly predıct şelf-effıcacy, wıth dıverşıty experıenceş explaınınğ the moşt varıance. Fındınğş underşcore the need for tarğeted CRT preparatıon amıd şhıftınğ polıtıcal and polıcy landşcapeş.
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  Data: EJ1499099
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        Value: 10.1177/00220574251360621
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      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Policy
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Student Attitudes
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      – TitleFull: Teacher Candıdateş' Self-Effıcacy durınğ Vanışhınğ Equıty Polıcıeş
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