Publication Date

10-8-2013

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Scott Willison

Abstract

One of the most difficult pedagogical challenges Sawtooth School District elementary teachers are currently facing is the influx of refugee students and the uncertainty as to how to best assist them in becoming both academically successful as well as comfortable in a new social milieu. The purpose of this mixed method study is to evaluate teacher efficacy, sense of preparedness and empathy in relation to working with refugee students. Teachers' sense of self-efficacy has been linked to student achievement, student motivation and students' own sense of self-efficacy. However, there is a gap in research that explores teacher efficacy, preparedness and empathy in relation to working specifically with refugee students. This study begins to fill this significant gap. By utilizing teacher interviews, survey instruments and analysis of teacher reflection, this mixed method study seeks to shed light on elementary classroom refugee teachers' efficacy, preparedness, and empathy.

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