The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers’ Science Teaching Beliefs

References

• AshtonPWebbRA study of teachers’ sense of efficacy: Final report, executive summary1986Washington, DCNational Institute of Education
   Google Scholar
• BanduraASelf efficacy: The exercise of control1997New YorkW. H. Freeman and Company
   Google Scholar
• BhattacharyyaSLumpeTAA report on a college level inquiry-based projects in science education: Issues in project and evaluation designContemporary Issues in Education Research2008223035
   Google Scholar
• Bonoma, T. V. (1983). Acase study in case research: Marketing implementation. Working paper 9-585-142. Harvard University Graduate School of Business Administration, Boston, MA.
   Google Scholar
• BrunkhorstBJA study of student outcomes and teacher characteristics in exemplary middle and junior high science programsJournal of Research in Science Teaching19922957158310.1002/tea.3660290606
   Web of Science ®Google Scholar
• CannonJRInfluence of an extended elementary science teaching practicum experience upon preservice elementary teachers’ science self-efficacyScience Educator1999813035
   Google Scholar
• CervoneDThinking about self-efficacyBehavior Modification2000241305610.1177/0145445500241002
   PubMed Web of Science ®Google Scholar
• CzerniakCMSchriverMAn examination of preservice science teachers’ beliefs and behaviors as related to self-efficacyJournal of Science Teacher Education19945778610.1007/BF02614577
   Google Scholar
• EnochsLGRiggsIMFurther development of elementary science teaching efficacy beliefs instrument: A preservice elementary scaleSchool Science and Mathematics199090695706
   Google Scholar
• Flick, L. B., Keys, C. W., Westbrook, S. L., Crawford, B. L., & Cames, N. G. (1997). Perspective of inquiry-oriented teaching practice: Conflict and clarification. Panel presentation at the annual meeting of the National Association for research in science teaching, Oakbrook, IL.
   Google Scholar
• FordMEMotivating humans: Goals, emotions, and personal agency beliefs1992Newbury Park, CASagePUBLICation
   Google Scholar
• GibsonSDemboMTeacher efficacy: A construct validationJournal of Educational Psychology1984763217222
   Google Scholar
• GoetzJLeCompteMEthnography and qualitative design in educational research1984New YorkAcademic Press
   Google Scholar
• HaneyJJLumpeTACzerniakMCFrom belief to actions: The belief and actions of teachers implementing changeJournal of Science Teacher Education20021317118710.1023/A:1016565016116
   Google Scholar
• Core evaluation manual: Classroom observation protocol1998Chapel Hill, NCHorizon Research, Inc.
   Google Scholar
• JinksJLordRThe better elementary science teaching project: Overcoming the rural teacher’s professional and academic isolationSchool Science and Mathematics19909012513310.1111/j.1949-8594.1990.tb12004.x
   Google Scholar
• KaplanBDuchonDCombining qualitative and quantitative methods in information systems: A case studyMIS Quarterly19881257158610.2307/249133
   Web of Science ®Google Scholar
• LumpeTAHaneyJJCzerniakMCAssessing teacher’ beliefs about their science teaching contextJournal of Research in Science Teaching20003727529210.1002/(SICI)1098-2736(200003)37:3<275::AID-TEA4>3.0.CO;2-2
   Web of Science ®Google Scholar
• McComasWFWangHABlended science: The rewards and challenges of integrating the science disciplines for instructionSchool Science and Mathematics199898340348
   Google Scholar
• McGrathJEMartinJKulkaRAJudgment calls in research1982Beverly Hills: CASagePUBLICation
   Google Scholar
• National science educational standards1996Washington, DCNational Academy Press
   Google Scholar
• Shaping the future: New expectations for undergraduate education in science, mathematics, engineering, and technology (NSF 96–139)1996Washington, DCNational Science Foundation
   Google Scholar
• PajaresFMTeachers’ beliefs and educational research: Cleaning up a messy constructReview of Educational Research1992623307332
   Web of Science ®Google Scholar
• Ramey-GassertLShroyerMGStaverJRA qualitative study of factors influencing science teaching self-efficacy of elementary level teachersScience Education19968028331510.1002/(SICI)1098-237X(199606)80:3<283::AID-SCE2>3.0.CO;2-A
   Web of Science ®Google Scholar
• TrendMGCookTDReichardtCSOn the reconciliation of qualitative and quantitative analyses: A case studyQualitative and quantitative methods in evaluation research1979Beverly HillsSagePUBLICations6886
   Google Scholar
• Wingfield, M. E., & Ramsey, J. (1999, January). Improving science teaching self-efficacy of elementary preservice teachers. Paper presented at the annual meeting of the Association for the education of teachers of science, Austin, TX.
   Google Scholar
• WoolfolkAEHoyWKProspective teachers’ sense of self-efficacy and beliefs about controlJournal of Educational Psychology199082819110.1037/0022-0663.82.1.81
   Web of Science ®Google Scholar
• YinRKCase study research: Design and methods1989NewburySagePUBLICations
   Google Scholar