Understanding the Learning Cycle: Influences on Abilities to Embrace the Approach by Preservice Elementary School Teachers

By John Settlage. 2000

138 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4480b42e7b3dda1dde821511fb8727d7ecf0d01e

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Citations in the corpus

The study, evaluation, and improvement of university student self-efficacy (2016, background): “…and Kisamore (2005), Breso, Schaufeli, and Salanova (2011), Frederiksen, Kehoe, and Wood (2011), Kitsantas and Chow (2007), Muis and Duffy (2013), Settlage (2000), Shaw (2010), Wang and Wu (2008), Wu et al. (2013), and Zimmerman and Kitsantas (2002) Gurlitt and Renkl (2010), Adams (2004),…”
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students (2006, methodology): “ Settlage (2000) measured self-efficacy before and after a science methods course.”
Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, background): “Studies that focused on PSTs’ self-efficacy in science methods courses reported that increasing elementary PSTs’ knowledge of science (Bleicher & Lindgren, 2005) and the learning cycle (Settlage, 2000) also increased their self-efficacy beliefs.”
Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching (2014, background): “Settlage (2000) measured self- efficacy for teaching before and after participation in a methods course.”
Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge (2016, background): “Other studies reported that watching video cases of expert teaching stood out as a strong source of self-efficacy (Settlage, 2000; Yoon et al., 2006).”
Nurturing Confidence in Preservice Elementary Science Teachers (2006, background): “Settlage (2000) examined learning cycles and self-efficacy.”
The case for reconceptualizing teacher efficacy research (2005, methodology): “However, these scales have been used to evaluate teacher education courses or programs (e.g., Henson, 2001; Newman, 1999; Roberts, Henson, Tharp, & Moreno, 2000; Settlage, 2000; Xiaoping & Zhang, 2000), and to evaluate the relative effectiveness of traditional and alternative teacher preparation pro”
Success in Science Learning and Preservice Science Teaching Self-Efficacy (2005, background): “While other researchers have examined various factors that contribute to science teaching self-efficacy (e.g., Balunuz, Jarrett, & Balunuz, 2001; Cakiroglu & Boone, 2002; Jarrett, 1999; Ramey-Gassert, Shroyer, & Staver, 1996; Rice & Roychoudhury, 2003; Schoon & Boone, 1998; Settlage, 2000; Tosun, 20”
Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors’ Self-Efficacy Beliefs (2011, background): “…that gaining content knowledge (Bleicher and Lindgren 2005; Jarrett 1999; Schoon and Boone 1998; Tosun 2000), learning about the learning cycle (Settlage 2000), viewing case studies demonstrating exemplary science teaching practices (Yoon et al. 2006), participating in cooperative learning…”
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs (2008, methodology): “Analysis of this instrument by many research studies successfully revealed that self-efficacy and outcome expectancy were found as two distinct dimensions in the instrument (e.g., Cannon & Scharmann, 1996; Desouza, Boone, & Yilmaz, 2004; Ginns & Watters, 1996; Ramey-Gassert, Shroyer, & Staver, 1996;”
The Development of Prospective Secondary Biology Teachers PCK (2013, background): “In a follow-up study, Settlage (2000) investigated prospective elementary teachers’ confidence toward using the learning cycle approach using a pre/post Self Efficacy Test and the LCT.”
Preservice Early Childhood Teachers' Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course (2012, background): “In addition, instructional strategies that are aligned with constructivist pedagogies appeared to be the most effective in enhancing science teaching efficacy beliefs (Jarrett, 1999; Settlage, 2000).”