The Experts below are selected from a list of 48945 Experts worldwide ranked by ideXlab platform
Andrew T Lumpe - One of the best experts on this subject based on the ideXlab platform.
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Beliefs about teaching science the relationship between elementary Teachers participation in professional development and student achievement
International Journal of Science Education, 2012Co-Authors: Andrew T Lumpe, Charlene M Czerniak, Jodi J Haney, Svetlana A BeltyukovaAbstract:Because of increasing calls for school accountability, an increased emphasis placed on the role of the Teacher, and theoretical connections between Teacher Beliefs and classroom action, a critical need exists to examine Teacher professional development programs to determine their impact on Teacher belief systems, teaching practices, and student learning. The primary goal of this study was to assess elementary Teachers’ science teaching efficacy as they participated in a large-scale professional development program and to determine the relationship of these Beliefs with student learning. It was found that elementary Teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy. Several background variables were found to be predictive of Teacher Beliefs including how often Teachers spend teaching science. Males tended to display more positive Beliefs than their female counterpar...
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Teacher Beliefs and intentions regarding the implementation of science education reform strands
Journal of Research in Science Teaching, 1996Co-Authors: Jodi J Haney, Charlene M Czerniak, Andrew T LumpeAbstract:The purpose of this study was to determine the factors influencing Teachers' intentions to implement the four strands (inquiry, knowledge, conditions, and applications) of the State of Ohio's (U.S.) Competency Based Science Model. Ajzen's Theory of Planned Behavior was used to examine the influence of three primary constructs (attitude toward the behavior, subjective norm, and perceived behavioral control) on Teachers' intentions to engage in the targeted behaviors. The Teachers' salient Beliefs for each of the primary constructs were further examined to determine their degree of contribution. Differences between various Teacher populations for both intent and the three primary constructs were also investigated. The data were obtained using survey research (N = 800 Ohio Teachers, randomly selected and stratified by grade level and state region). Backward solution multiple regression and analysis of variance techniques were used for statistical analyses. Results indicated that the attitude toward the behavior construct held the greatest influence of Ohio Teachers' intent to implement all four strands of the science model; several salient Beliefs for each of the three constructs significantly contribute to the constructs; and significant differences exist between various Teacher populations for both intent and the three constructs. © 1996 John Wiley & Sons, Inc.
James Minogue - One of the best experts on this subject based on the ideXlab platform.
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What is the Teacher Doing? What are the Students Doing? An Application of the Draw-a-Science-Teacher-Test
Journal of Science Teacher Education, 2010Co-Authors: James MinogueAbstract:This study documents the use of the Draw-a-Science-Teacher-Test as diagnostic tool for both preservice Teacher Beliefs about science teaching and science methods course effectiveness. Direct comparison of pre-course to post-course images from 50 preservice elementary Teachers was undertaken using McNemar’s test. Results indicated statistically significant shifts in participants’ mental models of science teaching and learning. Post-course more students portrayed student-centered reform minded practices. The limitations of this analytical approach, the practical significance of this work, and ideas for future research in this arena are discussed.
Jodi J Haney - One of the best experts on this subject based on the ideXlab platform.
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Beliefs about teaching science the relationship between elementary Teachers participation in professional development and student achievement
International Journal of Science Education, 2012Co-Authors: Andrew T Lumpe, Charlene M Czerniak, Jodi J Haney, Svetlana A BeltyukovaAbstract:Because of increasing calls for school accountability, an increased emphasis placed on the role of the Teacher, and theoretical connections between Teacher Beliefs and classroom action, a critical need exists to examine Teacher professional development programs to determine their impact on Teacher belief systems, teaching practices, and student learning. The primary goal of this study was to assess elementary Teachers’ science teaching efficacy as they participated in a large-scale professional development program and to determine the relationship of these Beliefs with student learning. It was found that elementary Teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy. Several background variables were found to be predictive of Teacher Beliefs including how often Teachers spend teaching science. Males tended to display more positive Beliefs than their female counterpar...
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Teacher Beliefs and intentions regarding the implementation of science education reform strands
Journal of Research in Science Teaching, 1996Co-Authors: Jodi J Haney, Charlene M Czerniak, Andrew T LumpeAbstract:The purpose of this study was to determine the factors influencing Teachers' intentions to implement the four strands (inquiry, knowledge, conditions, and applications) of the State of Ohio's (U.S.) Competency Based Science Model. Ajzen's Theory of Planned Behavior was used to examine the influence of three primary constructs (attitude toward the behavior, subjective norm, and perceived behavioral control) on Teachers' intentions to engage in the targeted behaviors. The Teachers' salient Beliefs for each of the primary constructs were further examined to determine their degree of contribution. Differences between various Teacher populations for both intent and the three primary constructs were also investigated. The data were obtained using survey research (N = 800 Ohio Teachers, randomly selected and stratified by grade level and state region). Backward solution multiple regression and analysis of variance techniques were used for statistical analyses. Results indicated that the attitude toward the behavior construct held the greatest influence of Ohio Teachers' intent to implement all four strands of the science model; several salient Beliefs for each of the three constructs significantly contribute to the constructs; and significant differences exist between various Teacher populations for both intent and the three constructs. © 1996 John Wiley & Sons, Inc.
Charlene M Czerniak - One of the best experts on this subject based on the ideXlab platform.
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Beliefs about teaching science the relationship between elementary Teachers participation in professional development and student achievement
International Journal of Science Education, 2012Co-Authors: Andrew T Lumpe, Charlene M Czerniak, Jodi J Haney, Svetlana A BeltyukovaAbstract:Because of increasing calls for school accountability, an increased emphasis placed on the role of the Teacher, and theoretical connections between Teacher Beliefs and classroom action, a critical need exists to examine Teacher professional development programs to determine their impact on Teacher belief systems, teaching practices, and student learning. The primary goal of this study was to assess elementary Teachers’ science teaching efficacy as they participated in a large-scale professional development program and to determine the relationship of these Beliefs with student learning. It was found that elementary Teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy. Several background variables were found to be predictive of Teacher Beliefs including how often Teachers spend teaching science. Males tended to display more positive Beliefs than their female counterpar...
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Teacher Beliefs and intentions regarding the implementation of science education reform strands
Journal of Research in Science Teaching, 1996Co-Authors: Jodi J Haney, Charlene M Czerniak, Andrew T LumpeAbstract:The purpose of this study was to determine the factors influencing Teachers' intentions to implement the four strands (inquiry, knowledge, conditions, and applications) of the State of Ohio's (U.S.) Competency Based Science Model. Ajzen's Theory of Planned Behavior was used to examine the influence of three primary constructs (attitude toward the behavior, subjective norm, and perceived behavioral control) on Teachers' intentions to engage in the targeted behaviors. The Teachers' salient Beliefs for each of the primary constructs were further examined to determine their degree of contribution. Differences between various Teacher populations for both intent and the three primary constructs were also investigated. The data were obtained using survey research (N = 800 Ohio Teachers, randomly selected and stratified by grade level and state region). Backward solution multiple regression and analysis of variance techniques were used for statistical analyses. Results indicated that the attitude toward the behavior construct held the greatest influence of Ohio Teachers' intent to implement all four strands of the science model; several salient Beliefs for each of the three constructs significantly contribute to the constructs; and significant differences exist between various Teacher populations for both intent and the three constructs. © 1996 John Wiley & Sons, Inc.
Svetlana A Beltyukova - One of the best experts on this subject based on the ideXlab platform.
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Beliefs about teaching science the relationship between elementary Teachers participation in professional development and student achievement
International Journal of Science Education, 2012Co-Authors: Andrew T Lumpe, Charlene M Czerniak, Jodi J Haney, Svetlana A BeltyukovaAbstract:Because of increasing calls for school accountability, an increased emphasis placed on the role of the Teacher, and theoretical connections between Teacher Beliefs and classroom action, a critical need exists to examine Teacher professional development programs to determine their impact on Teacher belief systems, teaching practices, and student learning. The primary goal of this study was to assess elementary Teachers’ science teaching efficacy as they participated in a large-scale professional development program and to determine the relationship of these Beliefs with student learning. It was found that elementary Teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy. Several background variables were found to be predictive of Teacher Beliefs including how often Teachers spend teaching science. Males tended to display more positive Beliefs than their female counterpar...
