Deleon Gray
Biographic Data
| ID | 3828501 |
|---|---|
| NAME | Deleon Gray |
| GIVEN NAMES | Deleon |
| FAMILY NAME | Gray |
| SIGNATURE | GRAY D |
| AFFILIATIONS | North Carolina State University, Raleigh, USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Developmental trajectories for novice teachers: Teaching efficacy, instructional beliefs, and domain knowledge
The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers…
Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge
This study investigated developmental trajectories of novice elementary teachers' efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants' personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants' MKT trajectories and their mathematics efficacy beliefs tra…
Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social–Emotional Learning Lens
This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students ( M age = 16.42; 52% female) from the southeastern United States. Hierarchica…
Motivation, Learning, and Instruction
Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social–Emotional Learning Lens
This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students ( M age = 16.42; 52% female) from the southeastern United States. Hierarchica…
Motivation, Learning, and Instruction
Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social–Emotional Learning Lens
This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students ( M age = 16.42; 52% female) from the southeastern United States. Hierarchica…
Developmental trajectories for novice teachers: Teaching efficacy, instructional beliefs, and domain knowledge
The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers…
Developmental Trajectories for Novice Elementary Teachers: Teaching Efficacy and Mathematics Knowledge
This study investigated developmental trajectories of novice elementary teachers' efficacy beliefs (i.e., personal teaching efficacy and outcome expectancy) and their mathematical knowledge for teaching (MKT). Overall, study findings indicated growth in participants' personal efficacy beliefs and in various assessments for dimensions of MKT. Additional relationships between participants' MKT trajectories and their mathematics efficacy beliefs tra…
Psychology (4 works) · Education, Achievement, and Giftedness (3 works) · Mathematics education (3 works) · Pedagogy (2 works) · Self-efficacy (2 works) · Social Psychology (2 works) · Teaching method (2 works) · Centrality (1 works) · Clinical Psychology (1 works) · Cognitive and developmental aspects of mathematical skills (1 works)