BibTex RIS Kaynak Göster

Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers

Yıl 2012, Cilt: 2 Sayı: 1, 19 - 32, 01.06.2012

Öz

Kaynakça

  • 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.
Yıl 2012, Cilt: 2 Sayı: 1, 19 - 32, 01.06.2012

Öz

Kaynakça

  • 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.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Birgit J. Neuhaus Bu kişi benim

Helmut Vogt Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 2 Sayı: 1

Kaynak Göster

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. Haziran 2012;2(1):19-32.
Chicago Neuhaus, Birgit J., ve Helmut Vogt. “Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers”. International Journal Of Biology Education 2, sy. 1 (Haziran 2012): 19-32.
EndNote Neuhaus BJ, Vogt H (01 Haziran 2012) Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers. International Journal Of Biology Education 2 1 19–32.
IEEE B. J. Neuhaus ve H. Vogt, “Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers”, International Journal Of Biology Education, c. 2, sy. 1, ss. 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 (Haziran 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. ve Helmut Vogt. “Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers”. International Journal Of Biology Education, c. 2, sy. 1, 2012, ss. 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.