References
American Association for the Advancement of Science. (1993).Benchmarks for scientific literacy. New York: Oxford University Press.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.),Action control: From cognition to behavior (pp. 1–27) New York: Springer-Verlag.
Bandura, A. (1986).Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Battista, M. T. (1994). Teacher beliefs and the reform movement in mathematics education.Phi Delta Kappan, 73, 745–752.
Borchers, C. A., Shroyer, M. G., & Enochs, L. G. (1992). A staff development model to encourage the use of microcomputers in science teaching in rural schools.School Science and Mathematics, 92, 384–391.
Bybee, R. W. (1993).Reforming science education. New York: Teachers College Press.
Camegie Council on Early Adolescents. (1989).Turning points: Preparing American youth for the 21st century. New York: Carnegie Corporation of New York.
Cuban, L. (1988). Determinants of curriculum change and stability, 1870–1970. In J. R. Gress & D. E. Purpel (Eds.),Curriculum: An introduction to the field (pp. 495–526). Berkeley: McCutchan Publishing Corporation.
Cuban, L. (1990). Reforming again, again, and again.Educational Researcher, 19(1), 3–13.
Duschl, R. A. (1990).Restructuring science education. New York: Teachers College Press.
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.
Fullan, M. G., with Stiegelbauer, S. (1991).The new meaning of educational change. New York: The Falmer Press.
Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesn’t.Phi Delta Kappan, 73, 745–752.
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(4), 22–26.
Haney, J. J. (1994).The determinants of Ohio science teachers’ intentions to implement the four strands of the state science model into their classroom instruction. Unpublished doctoral dissertation, The University of Toledo, Toledo, Ohio.
Hord, S. M. (1988). The principal as teacher educator.Journal of Teacher Education, 39(3), 8–11.
Hord, S. M., & Huling-Austin, L. (1986). Effective curriculum implementation: Some promising new insights.Elementary School Journal, 87(1), 97–115.
Hunsacker, L., & Johnston, M. (1992). Teacher under construction: A collaborative case study of teacher change.American Educational Research Journal, 29, 350–372.
Jacobson, W. J., & Doran, R. L. (1991).Science achievement in the United States and sixteen countries. New York: The Second International Science Study.
Keller, B. M. (1995). Accelerated schools: Hands-on learning in a unified community.Educational Leadership, 52(5), 10–13.
Klapper, M. H., Berlin, D. F., & White, A. L. (1994). Professional development: Starting point for systemic reform.Cognosos, 3, 1–5.
Maehr, M. L., Midgley, C., & Urdan, T. (1992). School leaders as motivators.Educational Administration Quarterly, 28, 410–429.
McLaughlin, M. W. (1990). The Rand change agent study revisited: Macro perspectives and micro realities.Educational Researcher, 19, 11–16.
Miller, J. D., Hoffer, T., Suchner, R. W., Brown, K. G., & Nelson, C. (1992).Longitudinal study of American youth codebook. DeKalb: Northern Illinois University.
National Commission on Excellence in Education. (1983).A nation at risk: The imperative for educational reform. Washington, DC: United States Department of Education.
National Council of Teachers of Mathematics. (1989).Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Research Council. (1994).National science education standards: Final draft. Washington, DC: Author.
Nelson, B. H., Weiss, I. R., & Capper, J. (1990).Science and mathematics education briefing book, Volume II. Chapel Hill, NC: Horizon Research, Inc.
Nelson, B. H., Weiss, I. R., & Conaway, L. E. (1992).Science and mathematics education briefing book, Volume III. Chapel Hill, NC: Horizon Research, Inc.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct.Review of Educational Research, 62, 307–332.
Richardson, V. (1990) Significant and worthwhile change in teaching practice.Educational Researcher, 19(7), 10–18.
Rutherford, F. J., & Ahlgren, A. (1989).Science for all Americans. New York: Oxford University Press.
Sarason, S. B. (1991).The predictable failure of educational reform. San Francisco, CA: Jossey-Bass.
Sashkin, M., & Egermeier, J. (1992).School change models and processes: A review and synthesis of research and practice (PIP Working Paper 92-9). Washington, DC: Office of Education Research and Improvement, United States Department of Education.
Shroyer, M. G. (1990). Effective staff development for effective organization development.Journal of Staff Development, 11(1), 2–6.
Tobin, K., & Espinet, M. (1990). Teachers as peer coaches in high school mathematics.School Science & Mathematics, 90, 232–244.
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 (pp. 45–128). New York: National Science Teachers Association.
Valencia, S. W., & Killion, J. P. (1988). Overcoming obstacles to teacher change: Direction from school-based efforts.Journal of Staff Development, 9(2), 2–8.
Author information
Authors and Affiliations
About this article
Cite this article
Haney, J.J., Lumpe, A.T. A teacher professional development framework guided by reform policies, teachers’ needs, and research. J Sci Teacher Educ 6, 187–196 (1995). https://doi.org/10.1007/BF02614642
Issue Date:
DOI: https://doi.org/10.1007/BF02614642