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The Science Teaching Efficacy Belief Instruments Stebi A And B
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Book Synopsis The Science Teaching Efficacy Belief Instruments (STEBI A and B) by : James Deehan
Download or read book The Science Teaching Efficacy Belief Instruments (STEBI A and B) written by James Deehan and published by Springer. This book was released on 2016-07-28 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this Springer Brief is to provide a comprehensive review of both the STEBI methods and findings through the use of a clearly defined analytic framework. A systematic review of literature yielded 107 STEBI-A research items and 140 STEBI-B research items. The STEBI instruments have been used in a wide range of qualitative, cross sectional, longitudinal and experimental designs. Analysis of the findings of the papers reveals that in-service and pre-service programs that use innovative practices such as cooperative learning, inquiry based investigation and nature of science instruction can produce positive growth in participants’ science teaching efficacy beliefs. The personal science teaching efficacy beliefs of pre-service and in-service teachers showed greater mean scores and higher growth than their outcome expectancies. Implications are discussed.
Book Synopsis Analysis of the STEBI-B Instrument as it is Used to Predict the Science Teaching Self-efficacy Beliefs of Preservice Elementary Teachers by : Martha Alice Stone
Download or read book Analysis of the STEBI-B Instrument as it is Used to Predict the Science Teaching Self-efficacy Beliefs of Preservice Elementary Teachers written by Martha Alice Stone and published by . This book was released on 2016 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Science Teachers’ Beliefs in International Classrooms by : Robert Evans
Download or read book The Role of Science Teachers’ Beliefs in International Classrooms written by Robert Evans and published by Springer. This book was released on 2014-09-11 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
Book Synopsis Second International Handbook of Science Education by : Barry J. Fraser
Download or read book Second International Handbook of Science Education written by Barry J. Fraser and published by Springer Science & Business Media. This book was released on 2011-12-13 with total page 1516 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.
Author :Prof. Dr. Paulo Alberto da SILVA PEREIRA Publisher :Prof. Dr. Osman Titrek, Prof. Dr. Paulo Alberto da SILVA PEREIRA, Res. Assist. Gozde SEZEN-GULTEKIN ISBN 13 :6056649520 Total Pages :1183 pages Book Rating :4.0/5 (566 download)
Book Synopsis The Efficacy Beliefs of Preservice Science Teachers in Professional Development School and Traditional School Settings by : Demetria Lynn Newsome
Download or read book The Efficacy Beliefs of Preservice Science Teachers in Professional Development School and Traditional School Settings written by Demetria Lynn Newsome and published by . This book was released on 2003 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors. Findings of the study have implications for the design of preservice science teacher clinical experiences including providing longer, organized clinical experiences and preferential selection of preservice science teachers for PDS practicum assignments. -- Abstract.
Book Synopsis Primary Science Education by : Anne Forbes
Download or read book Primary Science Education written by Anne Forbes and published by Cambridge University Press. This book was released on 2023-05-31 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Primary Science Education: A Teacher's Toolkit is an accessible guide to primary science education and its effective practice in classrooms.
Book Synopsis Affective Domains Contributing to Behavioural Intention in Teaching Science by : Chan Sane Hwui
Download or read book Affective Domains Contributing to Behavioural Intention in Teaching Science written by Chan Sane Hwui and published by Universiti Malaysia Sabah Press. This book was released on 2020-05-03 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The teaching profession is a highly stressful occupation and susceptible to burnout due to high levels of workload compared to other contact occupations. In Malaysia, the majority of science teachers are experiencing physical and mental drain after long periods of teaching service and mundane routine year in and year out. Despite the general assumptions of a teacher’s job is merely teaching from a textbook, a teacher’s workload includes teaching-related (class preparation and classroom management) and non-teaching related (administration and meetings). All these challenges required teachers to possess high self-efficacy beliefs, great teaching motivation, and positive attitudes toward teaching science. When the development of the affective domain is neglected during pre-service years, teachers’ behavioural intention in teaching science will subside gradually. This may cause emotional exhaustion, feelings of ineffectiveness, and job burnout when the pre-service teachers start to work in a high-pressure environment. The prime focus of this book includes the use of Partial Least Square-Structural Equation Modelling (PLS-SEM) approach in studying the mediating effect of attitudes toward teaching science in the relationship between teacher self-efficacy beliefs and teaching motivation on behavioural intention in teaching science. This book provides insights for policymakers to formulate courses on managing personal affective domains in the teacher education curriculum. It is also hoped that this book will be of interest to academicians and researchers on the topic related to teacher education and teaching professional development.
Author :Management Association, Information Resources Publisher :IGI Global ISBN 13 :1609607848 Total Pages :3164 pages Book Rating :4.6/5 (96 download)
Book Synopsis Organizational Learning and Knowledge: Concepts, Methodologies, Tools and Applications by : Management Association, Information Resources
Download or read book Organizational Learning and Knowledge: Concepts, Methodologies, Tools and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2011-07-31 with total page 3164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Organizational Learning and Knowledge: Concepts, Methodologies, Tools and Applications demonstrates exhaustively the many applications, issues, and techniques applied to the science of recording, categorizing, using and learning from the experiences and expertise acquired by the modern organization. A much needed collection, this multi-volume reference presents the theoretical foundations, research results, practical case studies, and future trends to both inform the decisions facing today's organizations and the establish fruitful organizational practices for the future. Practitioners, researchers, and academics involved in leading organizations of all types will find useful, grounded resources for navigating the ever-changing organizational landscape.
Book Synopsis Development of Preservice Elementary Teachers' Science Self-efficacy Beliefs and Its Relation to Science Conceptual Understanding by : Deepika Menon
Download or read book Development of Preservice Elementary Teachers' Science Self-efficacy Beliefs and Its Relation to Science Conceptual Understanding written by Deepika Menon and published by . This book was released on 2015 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers’ science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants’ responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self-efficacy beliefs included: (1) enhanced science conceptual understandings, (2) active learning experiences, (3) teaching strategies, and (4) instructor as a role-model. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled instructional strategies can positively impact science self-efficacy beliefs. While some course elements such as active learning experiences and teaching models seemed to impact all groups positively, the low group participants were particularly influenced by the multiple representations of the content and the course instructor as a role model. These findings have important implications for preservice science teacher preparation programs.
Book Synopsis Women of Color In STEM by : Beverly Irby
Download or read book Women of Color In STEM written by Beverly Irby and published by IAP. This book was released on 2021-03-01 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.
Book Synopsis Renewed Accountability for Access and Excellence by : Penny L. Tenuto
Download or read book Renewed Accountability for Access and Excellence written by Penny L. Tenuto and published by Lexington Books. This book was released on 2015-10-29 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: Renewed Accountability for Access and Excellence advances discussion of a conceptualized model for cultivating democratic professional practice in education (DPPE) and considers its relationship with contemporary teaching and leading praxes. A diverse and highly qualified group of scholars and practitioners have contributed chapters relating to innovative programs, co-constructed partnerships, empirical and teaching case studies, and examples of practical applications of theory for advancing teaching and leading. This single volume, a collection of works arranged into a conceptualized model with application for practice, is recommended as a resource for research libraries, a textbook in programs of teacher and educational leadership preparation, and a wellspring of knowledge and ideas for professional growth and innovation for P-12 teachers and school leaders.
Book Synopsis Educating Teachers and Tomorrow’s Students through Service-Learning Pedagogy by : Virginia M. Jagla
Download or read book Educating Teachers and Tomorrow’s Students through Service-Learning Pedagogy written by Virginia M. Jagla and published by IAP. This book was released on 2019-02-01 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates’ future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation. The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco’s commentary offers an historical overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.
Book Synopsis Open Educational Resources (OER) Pedagogy and Practices by : Zhou, Molly Y.
Download or read book Open Educational Resources (OER) Pedagogy and Practices written by Zhou, Molly Y. and published by IGI Global. This book was released on 2019-11-29 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Access to learning materials has been an issue within education that has had a profound impact on student outcomes and equality among students. New strategies for promoting more equal access to these materials began within institutions of higher learning and can be adapted at lower levels to facilitate equity within educational systems. Open Educational Resources (OER) Pedagogy and Practices is a comprehensive research publication that explores open access to educational materials and its impact on educational cost, educational equity, and poverty. Featuring a range of topics such as instructional design, pedagogy, and gamification, this book is essential for teachers, curriculum developers, instructional designers, principals, school boards, educational professionals, academicians, professors, administrators, educational policymakers, researchers, and educational agencies.
Book Synopsis Rasch Analysis in the Human Sciences by : William J. Boone
Download or read book Rasch Analysis in the Human Sciences written by William J. Boone and published by Springer Science & Business Media. This book was released on 2013-12-13 with total page 489 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rasch Analysis in the Human Sciences helps individuals, both students and researchers, master the key concepts and resources needed to use Rasch techniques for analyzing data from assessments to measure variables such as abilities, attitudes, and personality traits. Upon completion of the text, readers will be able to confidently evaluate the strengths and weakness of existing instrumentation, compute linear person measures and item measures, interpret Wright Maps, utilize Rasch software, and understand what it means to measure in the Human Sciences. Each of the 24 chapters presents a key concept using a mix of theory and application of user-friendly Rasch software. Chapters also include a beginning and ending dialogue between two typical researchers learning Rasch, "Formative Assessment Check Points," sample data files, an extensive set of application activities with answers, a one paragraph sample research article text integrating the chapter topic, quick-tips, and suggested readings. Rasch Analysis in the Human Sciences will be an essential resource for anyone wishing to begin, or expand, their learning of Rasch measurement techniques, be it in the Health Sciences, Market Research, Education, or Psychology.
Book Synopsis Understanding Teacher Identity by : Patrick M. Jenlink
Download or read book Understanding Teacher Identity written by Patrick M. Jenlink and published by Rowman & Littlefield. This book was released on 2021-05-08 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher introduces the reader to a collection of research-based works by authors that represent current research concerning the complexities of teacher identity and the role of teacher preparation programs in shaping the identity of teachers. Important to teacher preparation, as a profession, is a realization that the psychological, philosophical, theoretical, and pedagogical underpinnings of teacher identity have critical importance in shaping who the teacher is, and will continue to become in his/her practice. Teacher identity is an instrumental factor in teachers’ and the students’ success. Chapter One opens the book with a focus on the development of teacher identity, providing an introduction to the book and an understanding of the growing importance of identity in becoming a teacher. Chapters Two–Nine present field-based research that examines the complexities of teacher identity in teacher preparation and the importance of teacher identity in the teaching and learning experiences of the classroom. Finally, Chapter Ten presents an epilogue focusing on teacher identity and the importance, as teacher educators and practitioners, of making sense of who we are and how identity plays a critical role in the preparation and practice of teachers.
Book Synopsis A Study of Teachers' Self-efficacy and Outcome Expectancy for Science Teaching Throughout a Science Inquiry-based Professional Development Program by : M. Kathleen Leslie Cripe
Download or read book A Study of Teachers' Self-efficacy and Outcome Expectancy for Science Teaching Throughout a Science Inquiry-based Professional Development Program written by M. Kathleen Leslie Cripe and published by . This book was released on 2009 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The goal of this study was to investigate the self-efficacies and outcome expectancies of science teachers over time as a result of their participation in an inquiry-based, professional development program designed to ensure that all participants are highly qualified science teachers. Eighty-six teachers participated in inquiry-based activities designed to increase their content knowledge and teaching expertise while increasing their science teaching self-efficacies and outcome expectancies of student learning. This 15-month professional development program included two summer workshops (summers of 2007 and 2008) with an 8-month classroom implementation period in between. A quasi-experimental research design was used to investigate the change in science teaching efficacy scores after participation in the inquiry-based professional development program and the relationship of this change with selected independent variables. The data consisted of (a) three sets of Science Teaching Efficacy Belief Instrument (Riggs & Enochs, 1990) scores, STEBI-Form A (inservice), reported as a pretest, posttest, and follow-up posttest; and (b) demographic variables that were used as covariates: science education background, professional position, number of years taught, and teacher qualification status in science. Using repeated measures and multiple regressions with an alpha level of 0.05, and testing the hypothesized changes and relationships, results indicated that there were gains in Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) scores. Of the independent variables, only science education background was found to be a significant contributor toward increasing PSTE (p = .003) scores. The other variables were not predictive of gains in either personal science teaching efficacy or science teaching outcome expectancy. The data gave insight into possible relationships that may exist between science teachers' self-efficacies and outcome expectancies after participation in an inquiry-based professional development program. This study demonstrated the importance of considering interactions between a given set of independent variables and self-efficacy beliefs. The findings also suggested the possible value of considering factors associated with planning long-term programs for teachers' professional development to include the impact of college courses, an implementation period for incorporating the new ideas, support from colleagues and providing professional development to become Highly Qualified Teachers of science."--Abstract.