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Journal of Science Teacher Education

, Volume 12, Issue 3, pp 175–198 | Cite as

Development of an Instrument to Assess Prospective Elementary Teacher Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST)

  • Jennifer M. Ritter
  • William J. Boone
  • Peter A. Rubba
Article

Abstract

This paper presents an overview of the procedures used to develop and validate an instrument to measure the self-efficacy beliefs of prospective elementary teachers about equitable science teaching and learning. The instrument, titled the SEBEST, was based on the work of Ashton and Webb (1986a, 1986b) and Bandura (1977, 1986). It was modeled after the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs, 1988) and the Science Teaching Efficacy Belief Instrument for Prospective Teachers (STEBI-B) (Enochs & Riggs, 1990). Based on the standardized development procedures used and associated evidence, the SEBEST appears to be a content and construct valid instrument, with high internal reliability qualities. "Most probable response" plots are introduced and used to bring meaning to SEBEST raw scores.

Keywords

Science Teaching Prospective Teacher Internal Reliability Probable Response Valid Instrument 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 2001

Authors and Affiliations

  • Jennifer M. Ritter
    • 1
  • William J. Boone
    • 2
  • Peter A. Rubba
    • 3
  1. 1.Elementary Education DepartmentMillersville UniversityMillersvilleU.S.A
  2. 2.School of Education 3068Indiana UniversityBloomingtonU.S.A
  3. 3.The Pennsylvania State UniversityUniversity ParkU.S.A

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