Assessing Teachers' Beliefs about Their Science Teaching Context

By Andrew T. Lumpe, Jodi J. Haney, Charlene M. Czerniak. 2000

391 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Social Psychology

View Paper: https://www.semanticscholar.org/paper/21a8854fb971b7cc31ed006ed4e46d53dfa4a9a0

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In Education

In General Agricultural and Biological Sciences

In Social Psychology

Citations in the corpus

The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers’ Science Teaching Beliefs (2009, methodology): “Two instruments, STEBI B (Enochs and Riggs 1990) and (CBATS) (Lumpe et al. 2000), were used to identify the teachers’ capability and context beliefs and to construct their personal agency belief (PAB) profiles.”
From Beliefs to Actions: The Beliefs and Actions of Teachers Implementing Change (2002, methodology): “Over the past several years, as researchers we have investigated the relationship between teachers beliefs’ and intended classroom practice (Enochs, Scharmann, & Riggs, 1995; Cannon & Scharmann, 1996; Czerniak & Haney, 1998; Czerniak & Schriver, 1994; Czerniak & Lumpe, 1996; Czerniak, Lumpe, Haney, ”
Thriving With Social Purpose: An Integrative Approach to the Development of Optimal Human Functioning (2007, neutral): “For scholars examining the impact of PABs on faculty and students, this has proven to be a reliably productive empirical strategy (e.g., Berner & Ford, 2004; Colbeck, Cabrera, & Marine, 2002; Lumpe et al., 2000; Miura, 1987; Wentzel et al., 2007).”
Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “…(Lumpe et al. 1998); (h) teaching and learning (Boz and Uzuntiryaki 2006; Hancock and Gallard 2004; Haney et al. 2002; Laplante 1997; Levitt 2002; Lumpe et al. 2000; Mellado 1998; Ogan-Bekiroglu and Akkoc 2009; Porlan and del Pozo 2004; Tsai 2002; Yilmaz-Tuzun 2008); and (i) thematic units…”
Professional development and reform in science education: The role of teachers' practical knowledge (2001, background): “Lumpe, Haney, and Czerniak (2000) concluded that, in particular, teachers' capability beliefs in combination with their beliefs about their science teaching context arè`the more precise agents of change'' (Lumpe et al., 2000, p. 288).”
Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self-Efficacy Beliefs and a Professional Development Model (2002, background): “Consequently, there was no over attempt to provide teachers opportunities to analyze their districts and individual schools’ environmental support structures and the “responsiveness of the environment and its importance to the educational change process” ( Lumpe, Haney & Czerniak, 2000, p.228 ).”
Preservice Elementary Teachers’ Beliefs About Science Teaching (2008, methodology): “A similar strategy was employed earlier by Lumpe et al. (2000).”