Teacher beliefs shape learning for all students

Phi Delta Kappan

Volumn 93, Issue 3, 2011, Pages 21-23

  Torff, Bruce ^a  

^a HOFSTRA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80054941438     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172171109300305     Document Type: Article

References (15)

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5. Raudenbush, S.W., Rowan, B., & Cheong, Y.F. (1993). Higher-order instructional goals in secondary schools: Class, teacher, and school influences. American Educational Research Journal, 30, 523-553.
6. Richardson, V. & Placier, P. (2002). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching, 4th ed. (pp. 905-947). Washington, DC: American Educational Research Association.
7. Schwitzgebel, E. (1999). Gradual belief change in children. Human Development, 42, 283-296.
8. Torff, B. (2005). Developmental changes in teachers' beliefs about critical-thinking activities. Journal of Educational Psychology, 97, 13-22.
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12. Torff, B. & Warburton, E. (2005). Assessment of teachers' beliefs about classroom use of critical-thinking activities. Educational and Psychological Measurement, 65, 155-179.
13. Warburton, E. & Torff, B. (2005). The effect of perceived learner advantages on teachers' beliefs about critical-thinking activities. Journal of Teacher Education, 56, 24-33.
14. Zohar, A. & Dori, J. (2003). Higher-order thinking and low-achieving students: Are they mutually exclusive? The Journal of the Learning Sciences, 12, 145-182.
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