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Lookup NU author(s): Emeritus Professor Simon Gibbs
Much emphasis in the field of Cognitive Education is on the effects for. Rather less attention has been paid to the characteristics of the educator and context. In this paper I will draw on literature that demonstrates the salience of teachers’ beliefs in their efficacy as educators. Teachers’ beliefs in their efficacy have been shown to be related to the achievements of their students (Caprara, et al, 2006; Guo, et al, 2010). I also draw on our own research (Gibbs & Powell, 2012) that indicates that teachers collective beliefs are also related to pupil achievement. I also provide evidence suggesting that school leadership style is a factor in determining how effective teachers believe they will be and the outcomes for children. In conclusion I suggest that these are important considerations for the development of effective cognitive education and offer some questions for practitioners and researchers in this field.
Author(s): Gibbs S
Editor(s): W. Resing & M. Hessels
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Unpublished
Conference Name: International Association for Cognitive Education and Psychology (IACEP 2013)
Year of Conference: 2013
Date deposited: 14/03/2013
URL: http://www.ia-cep.org/international-conference
