An In-Service Teacher Education Program's Effect on Teacher Efficacy and Attitudes

Carleton, Loran E.; Fitch, Jenelle C.; Krockover, Gerald H.

doi:10.1080/00131720701603628

Cited by 29 publications

(42 citation statements)

References 9 publications

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“…We distinguished three cognitive attributes for primary teachers' professional attitude: teachers' perceptions of the relevance or importance of teaching science in primary school, perceptions about the relative difficulty of teaching science, and their beliefs about gender differences related to teaching science. As listed in Table 1 Kindt, 1999;Carleton, Fitch, & Krockover, 2008;Cobern & Loving, 2002;Coulson, 1992;Harty et al, 1991;Haury, 1989;Johnston & Ahtee, 2006;Koballa, 1986;Liang & Gabel, 2005;McDevitt et al, 1993;Pedersen & McCurdy, 1992;Ramey-Gassert et al, 1996). We did not observe the methodological issues that were present in the items and scales that measured beliefs about the relevance of science regarding personal attitude.…”

Section: Professional Attitude Toward Sciencementioning

confidence: 80%

“…This attribute has been measured in several studies (2002), Coulson (1992), Eurobarometer 38.1 (1992), Evans and Durant (1995), Koballa (1986), McDevitt et al (1993), Palmer (2004), andYoung (1998). (Total 9) Appleton and Kindt (1999), Carleton et al (2008), Cobern and Loving (2002), Coulson (1992), Harty et al (1991), Haury (1989), Johnston and Ahtee (2006), Koballa (1986), Liang and Gabel (2005), McDevitt et al (1993), Pederson and McCurdy (1992), and Ramey-Gassert et al (1996). (Total 12) Difficulty…”

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

“…Both positive and negative feelings are addressed in the studies we reviewed (see Table 1). As with the construct of personal attitude, these feelings can be categorized as either enjoyment in teaching science (Hartshorne, 2008;Harty et al, 1991;Haury, 1989;Johnston & Ahtee, 2006;Koballa, 1986;Liang & Gabel, 2005;Martin-Dunlop & Fraser, 2007;McDevitt et al, 1993;Pedersen & McCurdy, 1992;Ramey-Gassert et al, 1996) or anxiety about teaching science (Carleton et al, 2008;Hartshorne, 2008;Harty et al, 1991;Haury, 1989;Koballa, 1986;Liang & Gabel, 2005;McDevitt et al, 1993;Palmer, 2001;Pedersen & McCurdy, 1992;Ramey-Gassert et al, 1996).…”

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

“…Coulson (1992), Mulholland and Wallace (1996), Palmer (2001Palmer ( , 2004Palmer ( , 2006, Skamp (1991), Yates andGoodrum (1990), andYoung (1998). (Total 9) Appleton (1995), Appleton and Kindt (1999), Bleicher (2007), Bursal and Paznokas (2006), Carleton et al (2008), Coulson (1992) Harlen (1997) Harlen and Holroyd (1997), Hartshorne (2008), Harty et al (1991), Holroyd and Harlen (1996), Jarret (1999), Jarvis and Pell (2004), Koballa (1986), McDevitt et al (1993), Murphy et al (2007), Palmer (2001Palmer ( , 2006, Pederson and McCurdy (1992), Ramey-Gassert et al (1996), Scharmann and Orth Hampton (1995), Schoon and Boone (1998), Skamp (1991), Tosun (2000), Wenner (1993Wenner ( , 1995, Yates and Goodrum (1990), and Yilmaz-Tuzun on the attitudes of preservice teachers (Cobern & Loving, 2002;Coulson, 1992;Koballa, 1986;McDevitt, Heikkinen, Alcorn, Ambrosio, & Gardner, 1993;…”

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

“…Table 1, the most frequently investigated component of the construct of primary teachers' professional attitude is self-efficacy. Studies investigating self-efficacy focused on a variety of aspects and effects of self-efficacy, including the following: effect studies of interventions aimed at preservice and inservice teachers (Appleton, 1995;Bleicher, 2007;Carleton et al, 2008;Hartshorne, 2008;Harty et al, 1991;Jarrett, 1999;Jarvis & Pell, 2004;McDevitt et al, 1993;Palmer, 2001Palmer, , 2006Pedersen & McCurdy, 1992;Scharmann & Orth Hampton, 1995;Wenner, 1993Wenner, , 1995, studies on the development of instruments (Coulson, 1992;Yilmaz-Tuzun, 2008), studies investigating the relationship between self-efficacy and science-related knowledge of preservice teachers (Appleton, 1995;Harlen, 1997;Harlen & Holroyd, 1997;Holroyd & Harlen, 1996;Murphy, Neil, & Beggs, 2007;Schoon & Boone, 1998;Tosun, 2000), one study investigating the relationship between anxiety and self-efficacy (Bursal & Paznokas, 2006), studies investigating the difference between preservice teachers and experienced inservice teachers with regard to self-efficacy (Skamp, 1991), studies focusing on the sources of self-efficacy in preservice teachers (Appleton & Kindt, 1999;Palmer, 2001;Ramey-Gassert et al, 1996), one study on the relation between self-efficacy and intention to teach science (Koballa, 1986), and one study focusing on the amount of self-efficacy of primary teachers (Yates & Goodrum, 1990).…”

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

See 4 more Smart Citations

Primary teachers' attitudes toward science: A new theoretical framework

2011

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Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical background has led to the use of a multitude of different concepts and measurement instruments. The main goal of this article is to present a new and comprehensive theoretical framework for primary teachers' attitudes toward science. The framework is based on an extensive review of previously used concept definitions of the construct. It is argued that this framework should serve as a necessary conceptual basis for future research and interventions in this domain, as well as for the construction of valid measurement instruments. © 2011 Wiley Periodicals, Inc. Sci Ed 96:158–182, 2012

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Section: Professional Attitude Toward Sciencementioning

confidence: 80%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

Section: Personal Attitude Toward Sciencementioning

confidence: 99%

Section: Professional Attitude Toward Sciencementioning

confidence: 99%

See 3 more Smart Citations

Primary teachers' attitudes toward science: A new theoretical framework

2011

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Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

Kurylas

Ott

Schachtner

et al. 2005

J of Comparative Neurology

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Nitric oxide (NO), generated enzymatically by NO synthase (NOS), acts as an important signaling molecule in the nervous systems of vertebrates and invertebrates. In insects, NO has been implicated in development and in various aspects of sensory processing. To understand better the contribution of NO signaling to higher level brain functions, we analyzed the distribution of NOS in the midbrain of a model insect species, the locust Schistocerca gregaria, by using NADPH diaphorase (NADPHd) histochemistry after methanol/formalin fixation; results were validated by NOS immunohistochemistry. NADPHd yielded much higher sensitivity and resolution, but otherwise the two techniques resulted in corresponding labeling patterns throughout the brain, except for intense immunostaining but only weak NADPHd staining in median neurosecretory cells. About 470 neuronal cell bodies in the locust midbrain were NADPHd-positive positive, and nearly all major neuropil centers contained dense, sharply stained arborizations. We report several novel types of NOS-expressing neurons, including small ocellar interneurons and antennal sensory neurons that bypass the antennal lobe. Highly prominent labeling occurred in the central complex, a brain area involved in sky-compass orientation, and was analyzed in detail. Innervation by NOS-expressing fibers was most notable in the central body upper and lower divisions, the lateral accessory lobes, and the noduli. About 170 NADPHd-positive neurons contributed to this innervation, including five classes of tangential neuron, two systems of pontine neuron, and a system of columnar neurons. The results provide new insights into the neurochemical architecture of the central complex and suggest a prominent role for NO signaling in this brain area.

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Implementation of a mental health consultation model and its impact on early childhood teachers' efficacy and competence

Heller¹,

Boothe²,

Keyes³

et al. 2011

Infant Mental Health Journal

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Early childhood mental health (MH) consultants work closely with childcare teachers onsite to serve as a resource for childcare providers as they foster and enhance children's early development. The increase in the quality of care that can be supported through an early childhood MH consultation program makes this type of consultation an optimal tool for enhancing the childcare environment and overall child development. This article details the initial launch of the MH consultation program to childcare centers in the state of Louisiana. Analyses support the assertions that (a) a model of MH consultation can be implemented successfully at a statewide level, (b) MH consultation is associated with an increase in teacher self-efficacy, and (c) teachers' report that the MH consultation increased their competence in specific areas related to children's socioemotional development. Analyses indicate that there is a differential impact on teachers based on their age and level of experience. The clinical implications of these findings are discussed.

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An In-Service Teacher Education Program's Effect on Teacher Efficacy and Attitudes

Cited by 29 publications

References 9 publications

Primary teachers' attitudes toward science: A new theoretical framework

Primary teachers' attitudes toward science: A new theoretical framework

Localization of nitric oxide synthase in the central complex and surrounding midbrain neuropils of the locust Schistocerca gregaria

Implementation of a mental health consultation model and its impact on early childhood teachers' efficacy and competence

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