Relating preservice teacher's bilingual teaching self‐efficacy to lesson differentiation practices for multilingual learners

Probably not a substantial claim: may not pass S3 (load-bearing).

Teacher education programs rooted in principles of social justice and educational equity teach preservice teachers to use the wealth of knowledge they learn about their EL students' backgrounds to guide their pedagogical strategies.

“Teacher education programs rooted in principles of social justice and educational equity teach preservice teachers to use the wealth of knowledge they learn about their EL students' backgrounds to guide their pedagogical strategies (Hernández et al., 2023).”

• cites Hernández et al., 2023 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Demographic attributes of participants are 75% female, 86% Hispanic, and 78% native Spanish speakers.

“Demographic attributes are 75% female, 86% Hispanic, and 78% native Spanish speakers.”

Probably not a substantial claim: may not pass S3 (load-bearing).

At the time of the study, all participants were finishing their coursework and clinical practice requirements for their state accredited programs with California EL endorsements and/or a bilingual authorization.

“At the time of the study, all participants were finishing their coursework and clinical practice requirements for their state accredited programs with California EL endorsements and/or a bilingual authorization.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Bilingual preservice teachers' knowledge of how to intentionally use metalinguistic strategies for differentiation are difficult to ascertain when approaches emphasize merely identifying errors in one language while correcting them in the other.

“Bilingual preservice teachers' knowledge of how to intentionally use metalinguistic strategies for differentiation are difficult to ascertain when approaches emphasize merely identifying errors in one language while correcting them in the other.”

• AssumptionRests on an assumption: The preservice teachers' written justifications reflect their actual differentiation skills.

Probably not a substantial claim: may not pass S3 (load-bearing).

A total of 36 bilingual preservice teachers completing their multiple and single subject credential programs across the three CSUs participated in the study.

“A total of 36 bilingual preservice teachers completing their multiple and single subject credential programs across the three CSUs participated in the study.”

• AssumptionRests on an assumption: The convenience sample of 36 bilingual preservice teachers from three CSUs is adequate for the correlational analysis.

May combine two claims.

The lesson assessment plan identified gaps in bilingual preservice teachers' differentiation skills, but this was not reflected in the preservice teachers' beliefs about their own skill level.

“While the lesson assessment plan identified gaps in bilingual preservice teachers' differentiation skills, this was not reflected in the preservice teachers' beliefs about their own skill level.”

Probably not a substantial claim: may not pass S3 (load-bearing).

78% of the participants stated they were native speakers of Spanish.

“Moreover, although 86% of the participants identified as Hispanic and 78% stated they were native speakers of Spanish, this does not necessarily imply that they have acquired a professional level of language proficiency in Spanish or ability to effectively differentiate a Spanish Language Arts lesson plan.”

Probably not a substantial claim: may not pass S3 (load-bearing).

86% of the participants identified as Hispanic.

“Moreover, although 86% of the participants identified as Hispanic and 78% stated they were native speakers of Spanish, this does not necessarily imply that they have acquired a professional level of language proficiency in Spanish or ability to effectively differentiate a Spanish Language Arts lesson plan.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The preservice teachers provided feedback to the researchers for potential revisions to the assessments.

“The preservice teachers provided feedback to the researchers for potential revisions to the assessments.”

Classified as probably not a substantial claim.

The researchers returned to the data corpus to reanalyze the data and triangulate results: survey responses, class profile, and differentiation strategies for the lesson plan.

“The researchers returned to the data corpus to reanalyze the data and triangulate results: survey responses, class profile, and differentiation strategies for the lesson plan.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Meetings with the entire evaluation team provided constructs and parameters to protect participant identities or risk disclosing names of CSU campuses to avoid preconceptions from any preexisting beliefs during data collection and the analysis process.

“Meetings with the entire evaluation team provided constructs and parameters to protect participant identities or risk disclosing names of CSU campuses to avoid preconceptions from any preexisting beliefs during data collection and the analysis process.”

Probably not a substantial claim: may not pass S3 (load-bearing).

When differentiating instruction for multilingual learners, teachers consider important student factors such as prior education, experiences with language acquisition, content knowledge, and cultural relevance.

“When differentiating instruction for multilingual learners, teachers consider important student factors such as prior education, experiences with language acquisition, content knowledge, and cultural relevance (Fairbairn & Jones-Vo, 2010).”

• cites Fairbairn & Jones-Vo, 2010Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

The preservice teachers received a class profile representative of a seventh grade DLE classroom (e.g., bilinguals, English native speakers, ELs, and students with special needs).

“In addition, the preservice teachers received a class profile representative of a seventh grade DLE classroom (e.g., bilinguals, English native speakers, ELs, and students with special needs).”

• AssumptionRests on an assumption: The class profile is representative of a seventh grade DLE classroom.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Perceptions people hold of their abilities or performance often are modestly correlated to their actual performance and at times tend to overestimate their abilities.

“It should be noted that the perceptions people hold of their abilities or performance often are modestly correlated to their actual performance and at times tend to overestimate their abilities (Ehrlinger & Dunning, 2003).”

• cites Ehrlinger & Dunning, 2003 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

When Spanish-speaking bilingual teachers attempt to meet high academic demands, their Spanish-language self-efficacy may not be high enough to provide a quality education for bilingual learners.

“When Spanish-speaking bilingual teachers attempt to meet high academic demands, their “Spanish-language self-efficacy may not be high enough to provide a quality education for bilingual learners” (Szwed & González-Carriedo, 2019, p. 179).”

• cites Szwed & González-Carriedo, 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Szwed and González-Carriedo (2019) argued that bilingual teacher self-efficacy is directly influenced by teachers' past experiences and perceptions about language teaching and learning, thus affecting their abilities to teach in Spanish.

“However, Szwed and González-Carriedo (2019) argued that bilingual teacher self-efficacy is directly influenced by teachers' past experiences and perceptions about language teaching and learning, thus affecting their abilities to teach in Spanish.”

• cites Szwed & González-Carriedo, 2019 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Two faculty researchers with expertise in multilingual and multicultural education scored the assessments using a rubric on areas of strengths and needs for support in preservice teachers' ability to differentiate instruction for the four focus students.

“Two faculty researchers with expertise in multilingual and multicultural education scored the assessments using a rubric on areas of strengths and needs for support in preservice teachers' ability to differentiate instruction for the four focus students.”

• AssumptionRests on an assumption: The multiple-choice questionnaire and scoring rubric accurately measure differentiation ability.

Probably not a substantial claim: may not pass S3 (load-bearing).

Szwed and González-Carriedo (2019) described this confrontation as 'hindered educational equity' meaning that grave language inequalities can result from lack of exposure to high-quality instruction in their native language during childhood.

“Szwed and González-Carriedo (2019) described this confrontation as “hindered educational equity” (p.179), meaning that grave language inequalities can result from lack of exposure to highquality instruction in their native language during childhood.”

• cites Szwed & González-Carriedo, 2019 sourceNot checked — no full text of the source

May combine two claims.

In a study of 164 preservice teachers, Crisologo et al. (2023) found that, although a positive correlation between high self-efficacy and positive beliefs about their students' abilities was evident, the preservice teachers still required continuous training to enhance their differentiation skills.

“In a study of 164 preservice teachers, Crisologo et al. (2023) found that, although a positive correlation between high self-efficacy and positive beliefs about their students' abilities was evident, the preservice teachers still required continuous training to enhance their differentiation skills.”

• cites Crisologo et al., 2023 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The preservice teachers were selected through a convenience sample by reviewing data about the CSU system campuses and contacting university representatives.

“The preservice teachers were selected through a convenience sample by reviewing data about the CSU system campuses and contacting university representatives.”

• AssumptionRests on an assumption: The convenience sample of 36 bilingual preservice teachers from three CSUs is adequate for the correlational analysis.

Probably not a substantial claim: may not pass S2 (checkable).

When self-efficacy is applied to teaching, it is defined as the belief that one's capabilities can bring about desirable changes in students' behaviors and/or achievement.

“When self-efficacy is applied to teaching, it is defined as the belief that one's capabilities can bring about desirable changes in students' behaviors and/or achievement (Gibson & Dembo, 1984).”

• cites Gibson & Dembo, 1984 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Implementation of the research began on the second year of the grant with IRB approval.

“Implementation of the research began on the second year of the grant with institutional review board (IRB) approval.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Instruments were piloted during the planning year of the grant with bilingual authorization preservice teachers.

“Instruments were piloted during the planning year of the grant with bilingual authorization preservice teachers.”

Classified as probably not a substantial claim.

The self-efficacy surveys informed the study on the preservice teachers' confidence in teaching English/multilingual learners.

“The self-efficacy surveys informed the study on the preservice teachers' confidence in teaching English/multilingual learners.”

• AssumptionRests on an assumption: The ELSE scale developed by the research team is valid for assessing bilingual preservice teachers' self-efficacy in teaching English learners.

Probably not a substantial claim: may not pass S3 (load-bearing).

According to Szwed and González-Carriedo (2019), the formulation of teachers' native language ideologies during critical formative years-from early childhood schooling experiences to college-have profound effects on their self-efficacy to teach Spanish and agency for their self-efficacy.

“According to Szwed and González-Carriedo (2019), the formulation of teachers' native language ideologies during critical formative years-from early childhood schooling experiences to college-have profound effects on their self-efficacy to teach Spanish and agency for their self-efficacy.”

• cites Szwed & González-Carriedo, 2019 sourceNot checked — no full text of the source

May combine two claims.

Because their ideologies alter how language use is perceived, this affects their language self-efficacy.

“Furthermore, because their ideologies alter how language use is perceived, this affects their language self-efficacy (Szwed & González-Carriedo, 2019).”

• cites Szwed & González-Carriedo, 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Advancing educational equity for ELs requires ample knowledge of their proficiency levels, content knowledge, individual assets and (dis)abilities which the preservice teacher must address in lesson planning, instruction, and assessments.

“A key component of meeting this challenge is advancing educational equity for ELs, which requires ample knowledge of their proficiency levels, content knowledge, individual assets and (dis)abilities which the preservice teacher must address in lesson planning, instruction, and assessments (Hernández & Daoud, 2022).”

• cites Hernández & Daoud, 2022Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

All preservice teacher names from all three CSUs were undisclosed to the Project Director and Evaluator to avoid bias or generalizations about participants.

“In addition, all preservice teacher names from all three CSUs were undisclosed to the Project Director and Evaluator to avoid bias or generalizations about participants.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Results were shared for vetting of biases and assumptions regarding the teacher preparation programs and survey results.

“Results were shared for vetting of biases and assumptions regarding the teacher preparation programs and survey results.”

Probably not a substantial claim: may not pass S3 (load-bearing).

White and Brown (2023) found that learners' high self-efficacy in their own language abilities helped teachers focus on students' assets during instruction.

“On the other hand, White and Brown (2023) found that learners' high self-efficacy in their own language abilities helped teachers focus on students' assets during instruction.”

• cites White & Brown, 2023Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Teacher efficacy is a developmental process dependent on the type of program a candidate completes.

“Teacher efficacy is a developmental process dependent on the type of program a candidate completes (Bustos Flores et al., 2012).”

• cites Bustos Flores et al., 2012Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

The lesson plan was purposely written with instructional inconsistencies and limited supports, so that bilingual preservice teachers could identify potential weaknesses and lack of differentiation strategies for focus students.

“However, the lesson plan was purposely written with instructional inconsistencies and limited supports, so that bilingual preservice teachers could identify the potential weaknesses and lack of differentiation strategies for focus students.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The lesson used WIDA standards because of its broader context and framework across language arts, mathematics, science, and social studies with domain levels and performance indicators for differentiation.

“The lesson used WIDA standards because of its broader context and framework across language arts, mathematics, science, and social studies with domain levels and performance indicators for differentiation.”

• AssumptionRests on an assumption: A seventh grade Spanish lesson represents a middle-range grade level where DLE students could have had ample time to develop both languages during their schooling trajectory.

Probably not a substantial claim: may not pass S3 (load-bearing).

Data collected by the assessment specialist and research faculty was anonymous.

“Although we also taught university courses where teacher candidates could have attended as credential students in one of the CSUs, the data collected by the assessment specialist and research faculty was anonymous.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The data were divided into categories through structural coding techniques to gather topics.

“The data were divided into categories through structural coding techniques to gather topics (Saldaña, 2016).”

• cites Saldaña, 2016Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Teacher preparation programs need to design research-based pedagogical strategies (e.g., scaffolding, differentiation), to create lessons specifically for EL students' language proficiency levels and academic advancement.

“Therefore, teacher preparation programs need to design research-based pedagogical strategies (e.g., scaffolding, differentiation), to create lessons specifically for EL students' language proficiency levels and academic advancement (Hernández & Daoud, 2022).”

• cites Hernández & Daoud, 2022Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Data analysis demonstrated limited differentiation and approaches to building strong Spanish skills across linguistic levels, indicating that teachers mainly used modeling and sentence frames for students needing additional help.

“Data analysis demonstrated limited differentiation and approaches to building strong Spanish skills across linguistic levels, indicating that teachers mainly used modeling and sentence frames for students needing additional help.”

• cites Hernández & Daoud, 2022Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Higher levels of teacher self-efficacy may have a positive effect on pupil outcomes related to language and literacy through higher levels of classroom quality, including instructional supports.

“Furthermore, higher levels of teacher self-efficacy may have a positive effect on pupil outcomes related to language and literacy through higher levels of classroom quality, including instructional supports (Guo et al., 2010).”

• cites Guo et al., 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The faculty-created lesson plan assessment was developed through a strengths-based asset approach to address the needs of ELs and second language learners.

“The faculty-created lesson plan assessment was developed through a strengths-based asset approach to address the needs of ELs and second language learners.”

Classified as probably not a substantial claim.

The lesson plan assessment was used to measure bilingual preservice teachers' abilities to differentiate instruction and assessments for linguistically diverse students with a broad range of academic needs.

“The lesson plan assessment was used to measure bilingual preservice teachers' abilities to differentiate instruction and assessments for linguistically diverse students with a broad range of academic needs.”

• AssumptionRests on an assumption: The multiple-choice questionnaire and scoring rubric accurately measure differentiation ability.

Probably not a substantial claim: may not pass S3 (load-bearing).

Descriptive coding allowed the researchers to summarize phrases for categorization of the data.

“In addition, descriptive coding allowed the researchers to summarize phrases for categorization of the data.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The lesson plan assessment was vetted by researchers and content experts (bilingual teachers, administrators, university supervisors, bilingual faculty) prior to administration.

“It was vetted by our grresearchers and content experts (bilingual teachers, administrators, university supervisors, bilingual faculty) prior to the administration of the assessments.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The assessment plan was piloted at one CSU campus 1 year prior to conducting the study with bilingual preservice teachers.

“In addition, the assessment plan was piloted at one of the CSU campuses 1 year prior to conducting the study with bilingual preservice teachers.”

Classified as probably not a substantial claim.

Bandura's social-cognitive theory and concept of self-efficacy-used to show how bilingual teaching self-efficacy can determine lesson differentiation-is combined in this study with Pang's caring-centered multicultural education framework.

“Therefore, Bandura's (1977) social-cognitive theory and concept of self-efficacy-used to show how bilingual teaching self-efficacy can determine lesson differentiation-is combined in this study with Pang's (2005) caring-centered multicultural education framework.”

• cites Bandura, 1977 sourceNot checked — no full text of the source
• cites Pang, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Being Hispanic or a native speaker of Spanish does not necessarily imply that participants have acquired a professional level of language proficiency in Spanish or ability to effectively differentiate a Spanish Language Arts lesson plan.

“Moreover, although 86% of the participants identified as Hispanic and 78% stated they were native speakers of Spanish, this does not necessarily imply that they have acquired a professional level of language proficiency in Spanish or ability to effectively differentiate a Spanish Language Arts lesson plan.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Caring-centered multicultural education is about teaching the whole student, valuing students' diversity, and having equity-minded educators who develop strong, trusting reciprocal relationships with their students through asset-based approaches, such as lesson differentiation according to linguistic and academic needs.

“Caring-centered multicultural education (Pang, 2005) is about teaching the whole student, valuing students'diversity, and having equityminded educators who develop strong, trusting reciprocal relationships with their students through asset-based approaches, such as lesson differentiation according to linguistic and academic needs.”

• cites Pang, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

It is likely that few of the preservice teachers in this study have significant experience teaching in a seventh grade Spanish dual language classroom, and therefore, may have not been as familiar with the Spanish standards or content knowledge to develop effective differentiation strategies for the four focus students.

“Also, it is likely that few of the preservice teachers in this study have significant experience teaching in a seventh grade Spanish dual language classroom, and therefore, may have not been as familiar with the Spanish standards or content knowledge to develop effective differentiation strategies for the four focus students featured in the class profile, including the needs of a student with (dis”

Probably not a substantial claim: may not pass S3 (load-bearing).

The irregularity of the loose clusters with longer distances in between may suggest lower internal correlation, as items within the scattered cluster may vary more widely.

“The irregularity of the loose clusters with longer distances in between may suggest lower internal correlation, as items within the scattered cluster may vary more widely.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

These bilingual preservice teachers were perhaps unaware of the implications of instructional differences and rated their EL teaching self-efficacy very high.

“Of additional importance is that these bilingual preservice teachers were perhaps unaware of the implications of instructional differences and rated their EL teaching self-efficacy very high.”

Probably not a substantial claim: may not pass S3 (load-bearing).

A research team hired for the NPD grant conducted this study to avoid bias from content instructors.

“A research team hired for the NPD grant conducted this study to avoid bias from content instructors.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Acquiring mastery of differentiated instruction for ELs requires more experience in adapting lessons with varied language and content skills.

“It is important for teacher preparation programs to ensure bilingual preservice teachers have high EL teaching self-efficacy, but it is also critical to understand that acquiring mastery of differentiated instruction for ELs requires more experience in adapting lessons with varied language and content skills.”

May combine two claims.

High efficacy is not associated with indicators of high-leverage skills in differentiating lessons, nor does the skill transfer to understanding or implementing differentiated assessments for multilingual learners.

“Hence, high efficacy is not associated with indicators of high-leverage skills in differentiating lessons, nor does the skill transfer to understanding or implementing differentiated assessments for multilingual learners.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Differentiation is a complex process that requires extensive knowledge of content standards, understanding students' linguistic assets, and enacting purposeful high-leverage strategies with supports and scaffolds to meet multilingual learners' needs.

“Overall, the study concluded that differentiation is a complex process that requires extensive knowledge of content standards, understanding students' linguistic assets, and enacting purposeful high-leverage strategies with supports and scaffolds to meet multilingual learners' needs—a learning process that efficacious bilingual teachers (preservice and in-service) continue to co-construct with the”

May combine two claims.

Teachers without a strong sense of self-efficacy may not believe that they can positively impact student academic performance; they are likely to deny responsibility for motivating their students and attribute students' low achievement to their lack of ability or poor background experiences.

“Therefore, teachers without a strong sense of self-efficacy may not believe that they can positively impact student academic performance; they are likely to deny responsibility for motivating their students and attribute students' low achievement to their lack of ability or poor background experiences-“these kids can't learn” (Dembo & Gibson, 1985, p. 175).”

• cites Dembo & Gibson, 1985 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Hernández and Alfaro (2020) identified 25 distinct linguistic typologies of bilingual preservice teachers across two universities due to varied experiences in PreK-12 schooling, spoken languages at home, learning in monolingual settings, lacking access to bilingual programs, and personal investments in the development of their linguistic abilities.

“Hernández and Alfaro (2020) identified 25 distinct linguistic typologies of bilingual preservice teachers across two universities due to varied experiences in PreK-12 schooling, spoken languages at home, learning in monolingual settings, lacking access to bilingual programs, and personal investments in the development of their linguistic abilities.”

• cites Hernández and Alfaro (2020) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The NPD directors were not directly involved with contacting participants, or with reviewing, organizing, or manipulating any data collected by the research team.

“Our positionality as NPD directors was to hire the personnel, but we were not directly involved with contacting participants, or with reviewing, organizing, or manipulating any data collected by the research team.”

Classified as probably not a substantial claim. May combine two claims.

These examples relate to the first research question where preservice teachers may not be confident enough to differentiate lesson plans for ELs' broad range of academic and linguistic needs, potentially also impacting their EL teaching self-efficacy.

“These examples relate to the first research question where preservice teachers may not be confident enough to differentiate lesson plans for ELs' broad range of academic and linguistic needs, potentially also impacting their EL teaching self-efficacy.”

May combine two claims.

The bilingual preservice teacher #25's statement indicates that the teacher is not ready to differentiate instruction for students with reading (dis)abilities or does not know enough about the student's case (IEP) to describe ample supports, and defers differentiation strategies to the resource teacher.

“This statement indicates that the bilingual preservice teacher is not ready to differentiate instruction for students with reading (dis)abilities or does not know enough about the student's case (Individualized Education Program) to describe ample supports, and defers differentiation strategies to the resource teacher.”

• AssumptionRests on an assumption: Differentiating a lesson for students with (dis)abilities requires bilingual preservice teachers to know the difference between a student's progression of language acquisition and a learning (dis)ability to provide adequate supports, scaffolds, or differentiation strategies.

May combine two claims.

Given that all CSU participants (n = 36) were enrolled in similar credential programs bound by California teaching credential standards and assessments (CalTPA & TPEs), results were consistent across all three universities.

“We conclude that, given that all CSU participants (n = 36) in the study were enrolled in similar credential programs bound by California teaching credential standards and assessments (CalTPA & TPEs), results were consistent across all three universities.”

Classified as probably not a substantial claim.

Conceptual understanding of self-efficacy coupled with social-cognitive theory is intertwined with the development of caring and learning about students.

“The conceptual understanding of self-efficacy coupled with social-cognitive theory (Bandura, 1977) is intertwined with the development of caring and learning about students (Pang, 2018).”

• cites Bandura, 1977 sourceNot checked — no full text of the source
• cites Pang, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.