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Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers

Year 2012, Volume: 2 Issue: 1, 19 - 32, 01.06.2012

Abstract

References

  • Baumert, J. & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften [Keyword: Professional Competence of Teachers]. Zeitschrift für Erziehungswissenschaft, 9 (4), 469-520.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A. et al. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47 (1), 133-180.
  • Blömeke, S., Felbrich, A., Müller, C., Kaiser, G. & Lehmann, R. (2008). Effectiveness of teacher education. State of research, measurement issues and consequences for future studies. ZDM: The International Journal on Mathematics Education, 40 (5), 719-734
  • Brousseau, B. A., Book, C., & Byers, J. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39, 33-39.
  • Bullough, R., Knowles, J., & Crow, N. (1992). Emerging as teacher. London: Routledge.
  • Calderhead, J. (1996). Teachers. Beliefs and knowledge. In C.D.Berliner & R. C. Calfee (Eds.), Handbook of educational Psychology (pp. 709-725). New York: MacMillan.
  • Clark, C. M. & Peterson, P. L. (1986). Teachers' thought process. In M.Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: MacMillan.
  • Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42, 104-118.
  • Dubberke, T., Kunter, M., McElvany, N., Brunner, M. & Baumert, J. (2008). Lerntheoretische Überzeugungen von Mathematiklehrkräften. Einflüsse auf die Unterrichtsgestaltung und den Lernerfolg von Schülerinnen und Schülern. [Mathematics teachers’ educational beliefs and their influence on teachers’ behavior in class as well as students’ outcome]. Zeitschrift für Pädagogische Psychologie, 22, 193-206.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Researcher, 38, 47-65.
  • Furinghetti, F. & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer Academic Press.
  • Harvey, O. J. (1986). Belief systems and attitudes toward the death penalty and other punishments. Journal of Psychology, 54, 143-159.
  • Hill, H. C., Rowan, B., & Ball, D. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.
  • Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Research Journal, 26, 160-189.
  • John, P. D. (1991). A qualitative study of British student teachers' lesson planning perspective. Journal of Education for Teaching, 17, 310-320.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
  • Khan, S. & Weiss, J. (1973). The teaching of affective responses. In R.M.W.Travers (Ed.), Second handbook of research on teaching (pp. 759-804). Chicago: Rand McNally.
  • Leder, G. C. & Forgasz, H. J. (2002). Measuring mathematical beliefs and their impact on the learning of mathematics. A new approach. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 95-113). Dordrecht: Kluwer Academic Press.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • Nespor, J. (1987). The role of beliefs in the practise of teaching. Journal of Curriculum Studies, 19, 317-328.
  • Neuhaus, B. J. & Vogt, H. (2005). Dimensionen zur Beschreibung verschiedener Biologielehrertypen auf Grundlage ihrer Einstellung zum Biologieunterricht. [Dimensions to discribe bilogy teachers on the basis of their biology-specific beliefs]. Zeitschrift für Didaktik der Naturwissenschaften, 11, 73-84.
  • Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Philippou, G. & Christou, C. (2002). A study of the mathematics teaching efficacy beliefs of primary teachers. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer Academic Press.
  • Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M. et al. (2005). PISA 2003. Der zweite Vergleich der Länder in Deutschland. Was wissen und können Jugendliche? [PISA 2003: The second comparison between the federal states of Germany. What do teenagers know and what skills do they have?] Münster: Waxmann.
  • Richardson, V. (1994). Teacher change and the staff development process: A case in reading instruction. New York: Teacher College Press.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J.Sikula (Ed.), Handbook of research in teacher education (pp. 102-119). New York: Macmillan.
  • Riquarts, K. & Wadewitz, C. (2003). Framework for science education in Germany. Kiel: IPN.
  • Senkbeil, M. (2005). Schulmerkmale und Schultypen im Vergleich der Länder. [Characteristics of schools and different types of schools in comparison between different federal states]. In M. Prenzel, J. Baumert, W. Blum, R. Lehmann, D. Leutner, M. Neubrand, R. Pekrun, J. Rost, & U. Schiefele (Eds.), PISA 2003. Der zweite Vergleich der Länder in Deutschland. Was wissen und können Jugendliche? [PISA 2003: The second comparison between the federal states of Germany. What do teenagers know and what skills do they have?] Münster: Waxmann.
  • Thompson, A. G. (1992). Teachers' beliefs and conceptions. A synthesis of the research. In D.A.Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: MacMillan.
  • Törner, G. (2002). Mathematical beliefs: A search for a common ground, some theoretical considerations on structuring beliefs, some research questions, and some phenomenological observations. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer Academic Press.
  • van Driel, J. H., Bulte, A., & Verloop, N. (2007). The relationship between teachers' general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17, 156- 171.
  • Wilson, M. & Cooney, T. (2002). Mathematics teacher change and development. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127-147). Dordrecht: Kluwer Academic Press.
  • Wilson, S. M. (1990). The secret garden of teacher education. Phi Delta Kappan, 72, 204-209.
  • Zumwalt, K. & Craig, E. (2005). Teachers' characteristics. Research on the demographic profile. In M.Cochran- Smith (Ed.), Studying teacher education (pp. 111-156). Washington D.C.: American Educational Research Association.
Year 2012, Volume: 2 Issue: 1, 19 - 32, 01.06.2012

Abstract

References

  • Baumert, J. & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften [Keyword: Professional Competence of Teachers]. Zeitschrift für Erziehungswissenschaft, 9 (4), 469-520.
  • Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A. et al. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47 (1), 133-180.
  • Blömeke, S., Felbrich, A., Müller, C., Kaiser, G. & Lehmann, R. (2008). Effectiveness of teacher education. State of research, measurement issues and consequences for future studies. ZDM: The International Journal on Mathematics Education, 40 (5), 719-734
  • Brousseau, B. A., Book, C., & Byers, J. (1988). Teacher beliefs and the cultures of teaching. Journal of Teacher Education, 39, 33-39.
  • Bullough, R., Knowles, J., & Crow, N. (1992). Emerging as teacher. London: Routledge.
  • Calderhead, J. (1996). Teachers. Beliefs and knowledge. In C.D.Berliner & R. C. Calfee (Eds.), Handbook of educational Psychology (pp. 709-725). New York: MacMillan.
  • Clark, C. M. & Peterson, P. L. (1986). Teachers' thought process. In M.Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-296). New York: MacMillan.
  • Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42, 104-118.
  • Dubberke, T., Kunter, M., McElvany, N., Brunner, M. & Baumert, J. (2008). Lerntheoretische Überzeugungen von Mathematiklehrkräften. Einflüsse auf die Unterrichtsgestaltung und den Lernerfolg von Schülerinnen und Schülern. [Mathematics teachers’ educational beliefs and their influence on teachers’ behavior in class as well as students’ outcome]. Zeitschrift für Pädagogische Psychologie, 22, 193-206.
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Researcher, 38, 47-65.
  • Furinghetti, F. & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer Academic Press.
  • Harvey, O. J. (1986). Belief systems and attitudes toward the death penalty and other punishments. Journal of Psychology, 54, 143-159.
  • Hill, H. C., Rowan, B., & Ball, D. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.
  • Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Research Journal, 26, 160-189.
  • John, P. D. (1991). A qualitative study of British student teachers' lesson planning perspective. Journal of Education for Teaching, 17, 310-320.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
  • Khan, S. & Weiss, J. (1973). The teaching of affective responses. In R.M.W.Travers (Ed.), Second handbook of research on teaching (pp. 759-804). Chicago: Rand McNally.
  • Leder, G. C. & Forgasz, H. J. (2002). Measuring mathematical beliefs and their impact on the learning of mathematics. A new approach. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 95-113). Dordrecht: Kluwer Academic Press.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  • Nespor, J. (1987). The role of beliefs in the practise of teaching. Journal of Curriculum Studies, 19, 317-328.
  • Neuhaus, B. J. & Vogt, H. (2005). Dimensionen zur Beschreibung verschiedener Biologielehrertypen auf Grundlage ihrer Einstellung zum Biologieunterricht. [Dimensions to discribe bilogy teachers on the basis of their biology-specific beliefs]. Zeitschrift für Didaktik der Naturwissenschaften, 11, 73-84.
  • Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
  • Philippou, G. & Christou, C. (2002). A study of the mathematics teaching efficacy beliefs of primary teachers. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer Academic Press.
  • Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M. et al. (2005). PISA 2003. Der zweite Vergleich der Länder in Deutschland. Was wissen und können Jugendliche? [PISA 2003: The second comparison between the federal states of Germany. What do teenagers know and what skills do they have?] Münster: Waxmann.
  • Richardson, V. (1994). Teacher change and the staff development process: A case in reading instruction. New York: Teacher College Press.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J.Sikula (Ed.), Handbook of research in teacher education (pp. 102-119). New York: Macmillan.
  • Riquarts, K. & Wadewitz, C. (2003). Framework for science education in Germany. Kiel: IPN.
  • Senkbeil, M. (2005). Schulmerkmale und Schultypen im Vergleich der Länder. [Characteristics of schools and different types of schools in comparison between different federal states]. In M. Prenzel, J. Baumert, W. Blum, R. Lehmann, D. Leutner, M. Neubrand, R. Pekrun, J. Rost, & U. Schiefele (Eds.), PISA 2003. Der zweite Vergleich der Länder in Deutschland. Was wissen und können Jugendliche? [PISA 2003: The second comparison between the federal states of Germany. What do teenagers know and what skills do they have?] Münster: Waxmann.
  • Thompson, A. G. (1992). Teachers' beliefs and conceptions. A synthesis of the research. In D.A.Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: MacMillan.
  • Törner, G. (2002). Mathematical beliefs: A search for a common ground, some theoretical considerations on structuring beliefs, some research questions, and some phenomenological observations. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 39-57). Dordrecht: Kluwer Academic Press.
  • van Driel, J. H., Bulte, A., & Verloop, N. (2007). The relationship between teachers' general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17, 156- 171.
  • Wilson, M. & Cooney, T. (2002). Mathematics teacher change and development. In G.C.Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127-147). Dordrecht: Kluwer Academic Press.
  • Wilson, S. M. (1990). The secret garden of teacher education. Phi Delta Kappan, 72, 204-209.
  • Zumwalt, K. & Craig, E. (2005). Teachers' characteristics. Research on the demographic profile. In M.Cochran- Smith (Ed.), Studying teacher education (pp. 111-156). Washington D.C.: American Educational Research Association.
There are 34 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Birgit J. Neuhaus This is me

Helmut Vogt This is me

Publication Date June 1, 2012
Published in Issue Year 2012 Volume: 2 Issue: 1

Cite

APA Neuhaus, B. J., & Vogt, H. (2012). Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers. International Journal Of Biology Education, 2(1), 19-32.
AMA Neuhaus BJ, Vogt H. Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers. International Journal Of Biology Education. June 2012;2(1):19-32.
Chicago Neuhaus, Birgit J., and Helmut Vogt. “Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers”. International Journal Of Biology Education 2, no. 1 (June 2012): 19-32.
EndNote Neuhaus BJ, Vogt H (June 1, 2012) Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers. International Journal Of Biology Education 2 1 19–32.
IEEE B. J. Neuhaus and H. Vogt, “Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers”, International Journal Of Biology Education, vol. 2, no. 1, pp. 19–32, 2012.
ISNAD Neuhaus, Birgit J. - Vogt, Helmut. “Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers”. International Journal Of Biology Education 2/1 (June 2012), 19-32.
JAMA Neuhaus BJ, Vogt H. Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers. International Journal Of Biology Education. 2012;2:19–32.
MLA Neuhaus, Birgit J. and Helmut Vogt. “Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers”. International Journal Of Biology Education, vol. 2, no. 1, 2012, pp. 19-32.
Vancouver Neuhaus BJ, Vogt H. Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers. International Journal Of Biology Education. 2012;2(1):19-32.