From Beliefs to Actions: The Beliefs and Actions of Teachers Implementing Change

By Jodi J. Haney, Andrew T. Lumpe, Charlene M. Czerniak, V. Egan. 2002

301 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b6992af6822a968aafc39826f1196a422d75917e

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In Education

Citations in the corpus

Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievement (2012, background): “In one observational study of teachers’ classrooms, Haney, Lumpe, Czerniak, and Egan ( 2002 ) found that teachers’ classroom practices were consistently aligned with their belief systems.”
Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings (2012, background): “Although some studies (Cronin-Jones 1991; Haney and McArthur 2002; Haney et al. 1996, 2002; 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…”
Teacher Technology Change (2010, background): “In a study by Haney, Lumpe, Czerniak, and Egan (2002), teacher beliefs were found to predict subsequent classroom action for five of the six teachers observed.”
STEM Education in Early Childhood: A Review of Empirical Studies (2020, unknown): “Teachers are an important catalyst in fostering young children’s STEM learning and development (Haney et al., 2002; Keys & Bryan, 2001) because teachers’ attitudes and beliefs are not merely hypothetical comprehensions of the pedagogy, but also the driving force for their classroom behaviors and…”
Making sense of teaching through metaphors: a review across three studies (2010, background): “’ The instrument has a long research history with cross-cultural populations, established validity, and extensive research use (Hardcastle et al., 1985; Yamamoto et al., 1990). Yamamoto and his colleagues (1990) developed the instrument through a comprehensive review of the education literature sele”
The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers’ Science Teaching Beliefs (2009, background): “Crucial to the development of learners’ inquiry skills, in addition to pedagogy and teachers’ content knowledge, are the teachers’ personal characteristics and beliefs about science teaching, also referred to as science self-efficacy (Haney et al. 2002).”