Teachers' beliefs about pedagogy and related issues

Psychology in the Schools

Volumn 44, Issue 8, 2007, Pages 873-886

  Snider, Vicki E ^a   Roehl, Rebecca ^b  

^a UNIVERSITY OF WISCONSIN EAU CLAIRE   (United States)

^b Janesville Consolidated School District   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 35349007353     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20272     Document Type: Article

References (52)

1. American Federation of Teachers. (2004). Class size resolutions. Retrieved August 19, 2005, from http://www.aft.org/topics/classsize/downloads/ ResolutionsClassSize.pdf.
2. Arter, J.A., & Jenkins, J.R. (1977). Examining the benefits and prevalence of modality considerations in special education. The Journal of Special Education, 11, 281-298.
3. Baumann, J., Hoffman, J.V., Moon, J., & Duffy-Hester, A.M. (1998). Where are teachers' voices in the phonics/whole language debate? Results from a survey of U.S. elementary classroom teachers. Reading Teacher, 51, 636-651.
4. Berliner, D.C. (2002). Educational research: The hardest science of all. Educational Researcher, 31, 18-20.
5. Brock, K.J., & Groth, C. (2003). "Becoming effective": Lessons from one state's initiative in schools serving low income children. Journal of Education for Students Placed At Risk, 8, 167-190.
6. Brousseau, B.A., Book, C., & Byers, J.D. (1987). Relationships between teaching experience and educational predispositions and beliefs. (Evaluation Series #15) East Lansing, MI: Research and Evaluation in teacher Education (ERIC Document Reproduction No. ED 281833).
7. Brousseau, B.A., & Freeman, D.J. (1988). How do teacher education faculty members define desirable teacher beliefs? Teaching and Teacher Education, 4, 267-273.
8. Cameto, R. (2003). Who are the children in special education? Washington, DC: National Information Center for Children and Youth with Disabilities. Retrieved October 22, 2004, from http://www.nichy.org/.
9. Carbo, M. (1987a). Matching reading styles: Correcting ineffective instruction. Educational Leadership, 45, 55-58.
10. Carbo, M. (1987b). Reading styles research: What works isn't always phonics. Phi Delta Kappan, 68, 431-435.
11. Carnine, D. (2000). Why education experts resist effective practices (and what it would take to make education more like medicine). Washington, DC: Thomas B. Fordham Foundation.
12. COMPASS, Inc. (2003). The state of the teaching profession in Ontario, 2003. Retrieved September 24, 2003, from http://www.oct.ca/en/ CollgePublications/news-archive/20030903_e.asp.
13. Duffy, G.G., & Anderson, L. (1984). Editorial comment: Guest commentary: Teachers' theoretical orientations and the real classroom. Reading Psychology, 5, 97-104.
14. Ehrenberg, R.G., Brewer, D.J., Gamoran, A., & Willms, J.D. (2001). Does class size matter? Scientific American, 285, 78-85.
15. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38, 47-65.
16. Farkas, S., Johnson, J., & Duffett, A. (2003). Stand by me: What teachers really think about union, merit pay, and other professional matters. Washington, DC: Public Agenda.
17. Farkas, S., Johnson, J., & Foleno, T. (2000). A sense of calling: Who teaches and why. Washington, DC: Public Agenda.
18. Feiman-Nemser, S., & Floden, R.E. (1986). The cultures of teaching. In M.C. Whitrock (Ed.), Handbook of research on teaching (pp. 505-526). New York: MacMillan.
19. Good, T. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38, 32-47.
20. Good, T. (1982). How teachers' expectations affect results. American Education, 18, 25-32.
21. Hastings, C. (1992). Ending ability grouping is a moral imperative. Educational Leadership, 50, 14.
22. Heward, W.L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The Journal of Special Education, 36, 186-205.
23. Johnson, J., & Duffett, A. (2003). Where we are now. Washington, DC: Public Agenda.
24. Kampwirth, R., & Bates, E. (1980). Modality preference and teaching method: A review of the research. Academic Therapy, 15, 597-605.
25. Kavale, K.A., & Forness, S.R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228-239.
26. Lanier, J.E., & Little, J.W. (1986). Research on teacher education. In M.C. Whitrock (Ed.). Handbook of research on teaching (pp. 527-569). New York: MacMillan.
27. Levine, A. (2006). Educating school teachers. Washington, DC: Education Schools Project.
28. Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
29. Meister, D.G., & Melnick, S.A. (2003). National new teacher study: Beginning teachers' concerns. Action in Teacher Education, 24, 87-94.
30. Murphy, P.K., Delli, M.E., & Edward, M.N. (2004). The good teacher and good teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers. Journal of Experimental Education, 72, 69-89.
31. National Center for Educational Statistics (2002). Digest of education statistics. Chapter 1. All levels of education. Retrieved October 22, 2004, from http://www.nces.ed.gov/programs/digest/.
32. National Education Association. (2000-2001). Status of the American public school teacher. Washington, DC: Author. Retrieved October 22, 2004 from http://www.nea.org.
33. National Education Association. (n.d.). Issues in education: Class size. Retrieved September 29, 2004, from http://www.nea.org/classsize/index.html.
34. National Institute of Mental Health (2003). Attention deficit hyperactivity disorder. Retrieved October 22, 2004, from http://www.nih.gov/ healthinformation/adhdmenu.cfm.
35. Nisbett, R.E., & Wilson, T.D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
36. No Child Left Behind Act of 2001. Pub. L. No. 107-110.
37. Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
38. Pearson, P.D. (1999). A historically based review of preventing reading difficulties in young children. Reading Research Quarterly, 34, 231-246.
39. Pinnegar, S., & Carter, K. (1990). Comparing theories from textbooks and practicing teachers. Journal of Teacher Education, 41, 20-27.
40. Ravitz, J.L., Becker, H.J., & Wong, Y.T. (2000) Constructivist- compatible beliefs and practices among U.S. teachers. (Teaching, learning, and computing: 1998 National Survey. Report #4) University of California, Irvine and University of Minnesota. (ERIC Document Reproduction Service No. ED445 657).
41. Richards, J.C. (2001). What do teachers and their students think and know about reading? An exploratory study. Paper presented at the meeting of the European Conference on Reading, Dublin, Ireland. (ERIC Document Reproduction Service No. ED 464-043).
42. Slavin, R.E. (1989) PET and the pendulum: Faddism in education and how to stop it. Phi Delta Kappan, 70, 752-758.
43. Snider, V.E. (1992). Learning style and learning to read: A critique. Remedial and Special Education, 13, 6-18.
44. Stahl, S. (1988). Is there evidence to support matching reading styles and initial reading methods? Phi Delta Kappan, 70, 317-322.
45. Stahl, S.A., Osborn, J., & Pearson, P.D. (1994). Six teachers in their classrooms: A closer look at beginning reading instruction. (Technical Report No. 606). Champaign, IL: Center for the Study of Reading. (ERIC Document Reproduction Service No. ED376451).
46. Stanovich, P.J., & Stanovich, K.E. (2003). Using research and reason in education. Jessup, MD: National Institute for Literacy.
47. Steiner, D.M., & Rozen, S.D. (2004). Preparing tomorrow's teachers: An analysis of syllabi from a sample of America's schools of education. In F.M. Hess, A.J. Roterham, & K. Walsh (Eds.), A qualified teacher in every classroom? (pp. 119-148). Cambridge, MA: Harvard Education Press.
48. Stout, M. (2000). The feel-good curriculum: The dumbing down of America's kids in the name of self-esteem. Cambridge, MA: Perseus Books.
49. Tarver, S.G., & Dawson, M.M. (1978). Modality preference and the teaching of reading: A review. Journal of Learning Disabilities, 11, 17-29.
50. Woolley, S.L., Woolley, A.W., & Hosey, M. (1999, February). Impact of student teaching on student teachers' beliefs related to behaviorist and constructivist theories of learning. Paper presented at the Annual Meeting of the Association of Teacher Education, Chicago, IL. (ERIC Document Reproduction No. ED 430 964).
51. Zalud, G.G., & Richardson, M.V. (1994). The top 10 materials and methods of reading instruction used by teachers in a rural state. Rural Educator, 16, 26-29.
52. Zurawsky, C. (2003). Class size: Counting students can count. Research Points: Essential Information for Education Policy, 1 (2), 1-4.