Margaret J Johnson
Biographic Data
| ID | 3828697 |
|---|---|
| NAME | Margaret J Johnson |
| GIVEN NAMES | Margaret J |
| FAMILY NAME | Johnson |
| SIGNATURE | JOHNSON M J |
| AFFILIATIONS | Texas Tech University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 2 |
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students
The purpose of this study was to examine the influence of Albert Bandura’s four hypothesized sources of self-efficacy on students’ writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the sources significantly correlated with writing self-efficacy and with each other
When Shared Decision Making Works
Shared decision making (SDM) has been touted as a promising avenue to school improvement. This study traced the implementation of an SDM project in a large, public, secondary school during the course of 3 years. Questions guiding the interpretation of data focused on factors that supported and constrained SDM and on its effect on the school’s culture. The factors that enhanced the SDM process were the confidence stakeholders had in themselves and…
Enabling School-University Collaborative Research
An anticipated outcome of the Professional Development School concept is that educators will question accepted notions of teaching and learning. Schools and universities collaboratively engage in innovation through research and reflection about teaching and learning in field settings. However, differences in the cultures and images of schools and universities create barriers to collaborative inquiry. In this study, the AA. focus on events and act…
Confidence and Competence in Writing
This study investigated the relationships among self-confidence about writing, expected outcomes, writing apprehension, general self-confidence, and writing performance in 30 undergraduate preservice teachers over one semester. Results supported social cognitive theory and prior findings reporting a relationship between confidence in one’s writing abilities and subsequentw riting performance. A regression model consisting of the variables noted a…
When Shared Decision Making Works
Shared decision making (SDM) has been touted as a promising avenue to school improvement. This study traced the implementation of an SDM project in a large, public, secondary school during the course of 3 years. Questions guiding the interpretation of data focused on factors that supported and constrained SDM and on its effect on the school’s culture. The factors that enhanced the SDM process were the confidence stakeholders had in themselves and…
Enabling School-University Collaborative Research
An anticipated outcome of the Professional Development School concept is that educators will question accepted notions of teaching and learning. Schools and universities collaboratively engage in innovation through research and reflection about teaching and learning in field settings. However, differences in the cultures and images of schools and universities create barriers to collaborative inquiry. In this study, the AA. focus on events and act…
Confidence and Competence in Writing
This study investigated the relationships among self-confidence about writing, expected outcomes, writing apprehension, general self-confidence, and writing performance in 30 undergraduate preservice teachers over one semester. Results supported social cognitive theory and prior findings reporting a relationship between confidence in one’s writing abilities and subsequentw riting performance. A regression model consisting of the variables noted a…
When Shared Decision Making Works
Shared decision making (SDM) has been touted as a promising avenue to school improvement. This study traced the implementation of an SDM project in a large, public, secondary school during the course of 3 years. Questions guiding the interpretation of data focused on factors that supported and constrained SDM and on its effect on the school’s culture. The factors that enhanced the SDM process were the confidence stakeholders had in themselves and…
Enabling School-University Collaborative Research
An anticipated outcome of the Professional Development School concept is that educators will question accepted notions of teaching and learning. Schools and universities collaboratively engage in innovation through research and reflection about teaching and learning in field settings. However, differences in the cultures and images of schools and universities create barriers to collaborative inquiry. In this study, the AA. focus on events and act…
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students
The purpose of this study was to examine the influence of Albert Bandura’s four hypothesized sources of self-efficacy on students’ writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the sources significantly correlated with writing self-efficacy and with each other
Psychology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Computer Science (2 works) · Self-efficacy (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Writing and Handwriting Education (2 works)