Confronting, challenging, and changing teachers' beliefs: Implications from a local systemic change professional development program

Journal of Science Teacher Education

Volumn 13, Issue 2, 2002, Pages 101-130

  Fetters, Marcia K ^a   Czerniak, Charlene M ^b   Fish, Lara ^c   Shawberry, Jason ^d  

^a WESTERN MICHIGAN UNIVERSITY   (United States)

^b UNIVERSITY OF TOLEDO   (United States)

^c Northwood Schools   (United States)

^d Toledo Diocesan Schools   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4544327808     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1023/A:1015113613731     Document Type: Article

References (52)

1. Ackland, R. (1991). A review of the peer coaching literature, Journal of Staff Development, 12, 22-27.
2. American Association for the Advancement of Science (AAAS), (1990). Science for all Americans. New York, NY: Oxford University Press.
3. American Association for the Advancement of Science (AAAS), (1993). Benchmarks for scientific literacy. New York, NY: Oxford University Press.
4. American Association for the Advancement of Science (AAAS) (1997). Resources for scientific literacy. New York, NY: Oxford University Press.
5. American Association for the Advancement of Science. (1998). Blueprints for reform. New York: Oxford University Press.
6. Ball, D. L., & McDermott, W. G. (1990). The subject-matter preparation of teachers in W. Robert Houston (editor) Handbook of Research on Teacher Education, New York: McMillan
7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
8. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
9. Barth, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco: Jossey-Bass.
10. Battista, M. T. (1994). Teacher beliefs and the reform movement in mathematics education. Phi Delta Kappan, 73, 745-752.
11. Biddle, B. J. (1979). Role theory: Expectations, identities and behaviors. New York: Academic Press.
12. Bodwell, M. B., Warren, B., & Ballenger, C. (1996). Why do big, heavy boats float? Teacher inquiry into student learning. Portsmith, NH: Heinemann - TERC.
13. Bybee, R. W. (1993). Reforming science education. New York, NY: Teachers College Press.
14. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
15. Etchberger, M. L., & Shaw, K. L. (1992). Teacher change as a progression of transitional images: A chronology of a developing constructivist teacher. School Science and Mathematics, 92, 411-417.
16. Fullan, M. G., & Stiegelbauer, S. (1991). The new meaning of educational change (2nd edition). New York: The Falmer Press.
17. Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73, 745-752.
18. Glickman, C. D., Hayes, R., & Hensley, F. (1992). Site-based facilitation of empowered schools: Complexities and issues for staff developers. Journal of Staff Development, 13, 22-26.
19. Hall, G. E. (1979). The concerns-based approach to facilitating change. Educational Horizons, 57 (4), 202-208.
20. Haney, J. J., Czerniak, C., & Lumpe, A. T. (November, 1996). Teachers beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-993.
21. Haney, J. J., & Lumpe, A. T. (1995). A teacher professional development framework guided by science education reform policies, teachers' needs, and research. Journal of Science Teacher Education, 6 (4), 187-196.
22. Hergert, L. F., Mundry S. E., Kolb, F. A., Rose, R., & Corro, J. (1988). Making change for school improvement. Andover, MA: The NETWORK
23. Hirsh, S., & Sparks, D. (1997). A new vision for staff development. Oxford, OH: National Staff Development Council.
24. Hunsacker, L., & Johnston, M. (1992). Teacher under construction: A collaborative case study of teacher change. American Educational Research Journal, 29, 350-372.
25. Kahle, J. B., & Damnjanovic, A. (1998). A pocket panorama of Ohio's systemic reform, 1998 [Brochure]. Oxford, OH: Miami University.
26. Keller, B. M. (1995). Accelerated schools: Hands-on learning in a unified community. Educational Leadership, 52, 10-13.
27. Klapper, M. H., Berlin, D. F., & White, A. L. (1994). Professional Development: Starting point for systemic reform. Cognosos, 3, 1-5.
28. Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group, Ltd.)
29. Lawrence Hall of Science. (1992). Full Operation Science System. Chicago, IL: Encyclopedia Britannica Educational Corporation.
30. Lemke, J. (1990). Talking science: Language, learning and values. Norwood, N.J.: Ablex.
31. Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4, summer).
32. Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), The Educator's Handbook: A research perspective (pp. 491-510). White Plains, NY: Longman.
33. Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing Professional Development for Teachers of Science and Mathematics Education. Thousand Oaks, CA: Corwin Press.
34. McLaughlin, M. W. (1990). The Rand change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19, 11-16
35. National Board for Professional Teaching Standards. (2000). Annual Report. Arlington, VA: Author.
36. National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before It's Too Late. Washington, DC: U.S. Department of Education.
37. National Commission on Teaching & America's Future. (1996). What matters most: Teaching for America's future. New York, NY: Author.
38. National Research Council. (1996). National science education standards. Washington, D.C.: National Academy Press.
39. National Science Resource Center. (1994). STC: Science and technology for children. Washington, DC: National Academy of Science.
40. Ohio Department of Education (1994). Competency-based science curriculum model. Columbus, OH: ODE.
41. Posnanski, T. J. (1997). Self-efficacy beliefs and mathematics and science teacher enhancement programs: A case study analysis of a professional development program. Unpublished Dissertation, The University of Wisconsin - Milwaukee, Milwaukee.
42. Riggs, I. M., & Enochs, L G. (1990). Toward the development of an elementary teachers' science teaching efficacy belief instrument. Science Education, 74, 625-637.
43. Rosbery, A., Warren, B., & Conant, F. (1990). Appropriating scientific discourse: Findings from language minority classrooms: Cambridge, MA: Bolt, Baranek and Newman, Inc
44. Sanders, W. L. (1994). The Tennessee Value-Added Assessment System (TVAAS): Mixed-model methodology in educational assessment. Journal of Personnel Evaluation in Education, 8, 299-311.
45. Sanders, W. L. (1998). Value-added assessment. The School Administrator, 11, (55), 24-27.
46. Sanders, W. L. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.
47. Sarason, S. B. (1991). The predictable failure of educational reform. San Francisco: Jossey-Bass.
48. Schön, D. A. (1983). The Reflective Practitioner. New York: Basic Books.
49. Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
50. Shroyer, M. G. (1990). Effective staff development for effective organization development. Journal of Staff Development, 11, 2-6.
51. Shulman, J. H. (Ed.). (1992). Case methods in teacher education. New York: Teachers College Press.
52. Tobin, K., Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning. New York: National Science Teachers Association.