<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cantrell, S. C.</style></author><author><style face="normal" font="default" size="100%">Callaway, P</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">High and low implementers of content literacy instruction:  Portraits of teacher efficacy</style></title><secondary-title><style face="normal" font="default" size="100%">Teaching and Teacher Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Curriculum Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">Middle School Teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">Persistence</style></keyword><keyword><style  face="normal" font="default" size="100%">Problems</style></keyword><keyword><style  face="normal" font="default" size="100%">Professional Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Program Implementation</style></keyword><keyword><style  face="normal" font="default" size="100%">Teacher Attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">Teacher Effectiveness</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">10/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.sciencedirect.com/science/article/pii/S0742051X08000450</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><abstract><style face="normal" font="default" size="100%">&lt;table border=&quot;0&quot; cellpadding=&quot;0&quot; cellspacing=&quot;0&quot; class=&quot;nestedTablePadded&quot; width=&quot;100%&quot;&gt;
	&lt;tbody&gt;
		&lt;tr&gt;
			&lt;td align=&quot;left&quot; valign=&quot;top&quot;&gt;
				&amp;nbsp;&lt;/td&gt;
			&lt;td style=&quot;word-break:break-all;&quot;&gt;
				This study used a teacher efficacy framework to describe the perceptions of high and low implementers of content literacy instruction in the context of a year-long professional development program. Interviews from middle and high school content teachers illustrated efficacy differences between teachers who demonstrated high and low levels of content literacy implementation. High implementers exhibited higher levels of general, personal, and collective efficacy, whereas low implementers exhibited lower levels of efficacy for literacy teaching. Although both high and low implementers perceived content literacy positively, high implementers were characterized by persistence in overcoming barriers associated with content literacy implementation.&lt;/td&gt;
		&lt;/tr&gt;
	&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;
	&amp;nbsp;&lt;/p&gt;
</style></abstract><work-type><style face="normal" font="default" size="100%">Secondary</style></work-type><section><style face="normal" font="default" size="100%">1739</style></section></record></records></xml>