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Woolfolk Hoy, A., Hoy, W. K., Kurz, N. (2008). Teacher's academic optimism: the development and test of a new construct. Teaching and Teacher Education 24, 821-834.

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Article

Beyond Knowledge and Pedagogy: Academic Optimism of Teachers in High Need Schools

1School of Education, Drexel University, Korman Center 222, Philadelphia, Pa 19104


American Journal of Educational Research. 2014, Vol. 2 No. 12, 1218-1224
DOI: 10.12691/education-2-12-14
Copyright © 2014 Science and Education Publishing

Cite this paper:
Sheila R. Vaidya. Beyond Knowledge and Pedagogy: Academic Optimism of Teachers in High Need Schools. American Journal of Educational Research. 2014; 2(12):1218-1224. doi: 10.12691/education-2-12-14.

Correspondence to: Sheila  R. Vaidya, School of Education, Drexel University, Korman Center 222, Philadelphia, Pa 19104. Email: vaidyasr@drexel.edu

Abstract

The question that drives the research presented in this paper is –why are some teachers in a cohort more effective than others, despite the fact that the academic preparation is the same for all? We find the answers in the teacher academic optimism- teacher beliefs and attitudes of efficacy about the students and themselves. Next, we visit their classrooms, review their journals, question them about how they use mentors. Based on this data, we present five case studies, characterize teacher beliefs and philosophy while observing how their academic optimism plays out in their classroom behavior.

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