Skip to main content
Log in

Confronting, Challenging, and Changing Teachers' Beliefs: Implications from a Local Systemic Change Professional Development Program

  • Published:
Journal of Science Teacher Education

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

References

  • Ackland, R. (1991). A review of the peer coaching literature, Journal of Staff Development, 12, 22-27.

    Google Scholar 

  • American Association for the Advancement of Science (AAAS), (1990). Science for all Americans. New York, NY: Oxford University Press.

    Google Scholar 

  • American Association for the Advancement of Science (AAAS), (1993). Benchmarks for scientific literacy. New York, NY: Oxford University Press.

    Google Scholar 

  • American Association for the Advancement of Science (AAAS) (1997). Resources for scientific literacy. New York, NY: Oxford University Press.

    Google Scholar 

  • American Association for the Advancement of Science. (1998). Blueprints for reform. New York: Oxford University Press.

    Google Scholar 

  • Ball, D. L., &; McDermott, W. G. (1990). The subject-matter preparation of teachers in W. Robert Houston (editor) Handbook of Research on Teacher Education, New York: McMillan

    Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.

    Google Scholar 

  • Barth, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco: Jossey-Bass.

    Google Scholar 

  • Battista, M. T. (1994). Teacher beliefs and the reform movement in mathematics education. Phi Delta Kappan, 73, 745-752.

    Google Scholar 

  • Biddle, B. J. (1979). Role theory: Expectations, identities and behaviors. New York: Academic Press.

    Google Scholar 

  • Bodwell, M. B., Warren, B., &; Ballenger, C. (1996). Why do big, heavy boats float? Teacher inquiry into student learning. Portsmith, NH: Heinemann-TERC.

    Google Scholar 

  • Bybee, R. W. (1993). Reforming science education. New York, NY: Teachers College Press.

    Google Scholar 

  • Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

    Google Scholar 

  • 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.

    Google Scholar 

  • Fullan, M. G., &; Stiegelbauer, S. (1991). The new meaning of educational change (2nd edition). New York: The Falmer Press.

    Google Scholar 

  • Fullan, M. G., &; Miles, M. B. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73, 745-752.

    Google Scholar 

  • 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, 22-26.

    Google Scholar 

  • Hall, G. E. (1979). The concerns-based approach to facilitating change. Educational Horizons, 57 (4), 202-208.

    Google Scholar 

  • Haney, J. J., Czerniak, C., &; Lumpe, A. T. (November, 1996). Teachers beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-993.

    Google Scholar 

  • Haney, J. J., &; Lumpe, A. T. (1995). A teacher professional development framework guided by science education reform policies, teachers' needs, and research. Journal of Science Teacher Education, 6 (4), 187-196.

    Google Scholar 

  • Hergert, L. F., Mundry S. E., Kolb, F. A., Rose, R., &; Corro, J. (1988). Making change for school improvement. Andover, MA: The NETWORK

    Google Scholar 

  • Hirsh, S., &; Sparks, D. (1997). A new vision for staff development. Oxford, OH: National Staff Development Council.

    Google Scholar 

  • Hunsacker, L., &; Johnston, M. (1992). Teacher under construction: A collaborative case study of teacher change. American Educational Research Journal, 29, 350-372.

    Google Scholar 

  • Kahle, J. B., &; Damnjanovic, A. (1998). A pocket panorama of Ohio's systemic reform, 1998 [Brochure]. Oxford, OH: Miami University.

    Google Scholar 

  • Keller, B. M. (1995). Accelerated schools: Hands-on learning in a unified community. Educational Leadership, 52, 10-13.

    Google Scholar 

  • Klapper, M. H., Berlin, D. F., &; White, A. L. (1994). Professional Development: Starting point for systemic reform. Cognosos, 3, 1-5.

    Google Scholar 

  • Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group, Ltd.)

  • Lawrence Hall of Science. (1992). Full Operation Science System. Chicago, IL: Encyclopedia Britannica Educational Corporation.

    Google Scholar 

  • Lemke, J. (1990). Talking science: Language, learning and values. Norwood, N.J.: Ablex.

    Google Scholar 

  • Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4, summer).

  • Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), The Educator's Handbook: A research perspective (pp. 491-510). White Plains, NY: Longman.

    Google Scholar 

  • Loucks-Horsley, S., Hewson, P. W., Love, N., &; Stiles, K. E. (1998). Designing Professional Development for Teachers of Science and Mathematics Education. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • McLaughlin, M. W. (1990). The Rand change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19, 11-16

    Google Scholar 

  • National Board for Professional Teaching Standards. (2000). Annual Report. Arlington, VA: Author.

    Google Scholar 

  • National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before It's Too Late. Washington, DC: U.S. Department of Education.

    Google Scholar 

  • National Commission on Teaching &; America's Future. (1996). What matters most: Teaching for America's future. New York, NY: Author.

    Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, D.C.: National Academy Press.

    Google Scholar 

  • National Science Resource Center. (1994). STC: Science and technology for children. Washington, DC: National Academy of Science.

    Google Scholar 

  • Ohio Department of Education (1994). Competency-based science curriculum model. Columbus, OH: ODE.

    Google Scholar 

  • Posnanski, T. J. (1997). Self-efficacy beliefs and mathematics and science teacher enhancement programs: A case study analysis of a professional development program. Unpublished Dissertation, The University of Wisconsin-Milwaukee, Milwaukee.

    Google Scholar 

  • Riggs, I. M., &; Enochs, L G. (1990). Toward the development of an elementary teachers' science teaching efficacy belief instrument. Science Education, 74, 625-637.

    Google Scholar 

  • Rosbery, A., Warren, B., &; Conant, F. (1990). Appropriating scientific discourse: Findings from language minority classrooms: Cambridge, MA: Bolt, Baranek and Newman, Inc

    Google Scholar 

  • Sanders, W. L. (1994). The Tennessee Value-Added Assessment System (TVAAS): Mixed-model methodology in educational assessment. Journal of Personnel Evaluation in Education, 8, 299-311.

    Google Scholar 

  • Sanders, W. L. (1998). Value-added assessment. The School Administrator, 11, (55), 24-27.

    Google Scholar 

  • Sanders, W. L. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.

    Google Scholar 

  • Sarason, S. B. (1991). The predictable failure of educational reform. San Francisco: Jossey-Bass.

    Google Scholar 

  • Schön, D. A. (1983). The Reflective Practitioner. New York: Basic Books.

    Google Scholar 

  • Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.

    Google Scholar 

  • Shroyer, M. G. (1990). Effective staff development for effective organization development. Journal of Staff Development, 11, 2-6.

    Google Scholar 

  • Shulman, J. H. (Ed.). (1992). Case methods in teacher education. New York: Teachers College Press.

    Google Scholar 

  • 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. New York: National Science Teachers Association.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

About this article

Cite this article

Fetters, M.K., Czerniak, C.M., Fish, L. et al. Confronting, Challenging, and Changing Teachers' Beliefs: Implications from a Local Systemic Change Professional Development Program. Journal of Science Teacher Education 13, 101–130 (2002). https://doi.org/10.1023/A:1015113613731

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1015113613731

Keywords

Navigation