Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices

By Kenneth L. King, Lee Shumow, S. Lietz. 2001

152 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/061283346ec5d5c5448136c7197ebcc5d0ab0aa1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Funda Savaşçi
2. R. Bleicher
3. D. Berlin
4. Troy D. Sadler
5. Deepika Menon
6. N. Bautista

In General Agricultural and Biological Sciences

1. Funda Savaşçi
2. R. Bleicher
3. D. Berlin
4. Troy D. Sadler
5. Deepika Menon
6. N. Bautista

Citations in the corpus

• Nurturing Confidence in Preservice Elementary Science Teachers (2006, background): “However, preservice teachers’ science understanding is often insufficient to provide the confidence required to teach science effectively, in a manner that achieves positive factual and conceptual learning outcomes in their students (Bleicher, 2004; Darling-Hammond & Hudson, 1990; King, Shumow, & L”
• Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “…Hashweh 1996; Levitt 2002) found that teacher espoused beliefs are consistent with classroom practice, others found that teacher espoused beliefs do not necessarily influence classroom practice (Hancock and Gallard 2004; King et al. 2001; Lederman 1999; Lederman and Zeidler 1987; Mellado 1998).”