Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

References

• AkersonVLBuzzelliCADonnellyLAEarly childhood teachers’ views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teachingJournal of Research in Science Teaching200845674877010.1002/tea.20236
   Web of Science ®Google Scholar
• AkersonVLDonnellyLARelationships among learner characteristics and preservice elementary teachers’ views of nature of scienceJournal of Elementary Science Education2008201455810.1007/BF03174702
   Google Scholar
• Project 2061: Science for all Americans1989Washington, DCAAASPUBLICation
   Google Scholar
• BennetJLubbenFHogarthSBringing science to life: A synthesis of research evidence on the effects of context-based and STS approaches to science teachingScience Education200791334737010.1002/sce.20186
   Web of Science ®Google Scholar
• BleicherRENurturing confidence in preservice elementary science teachersJournal of Science Teacher Education20071884186010.1007/s10972-007-9067-2
   Google Scholar
• ClandininDJConnellyFMNarrative inquiry: Experience and story in qualitative research2000San FranciscoJossey-Bass Publishers
   Google Scholar
• EickCJReedCJWhat makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practiceScience Education200286340141610.1002/sce.10020
   Web of Science ®Google Scholar
• ForbesCTDavisEAThe development of preservice elementary teachers’ curricular role identity for science teachingScience Education200892590994010.1002/sce.20265
   Web of Science ®Google Scholar
• FosnotCTFosnotCTConstructivism: A psychological theory of learningConstructivism: Theory, perspectives, and practice1996New YorkTeachers College Press833
   Google Scholar
• HewsonPWAbellSKLedermanNGTeacher professional development in scienceHandbook of research on science education (1179–1203)2007Mahweh, NJLawrence Erlbaum Associates, Publishers
   Google Scholar
• JarrettOSScience interest and confidence among preservice elementary teachersJournal of Elementary Science Education1999111475710.1007/BF03173790
   Google Scholar
• JonesMGCarterGAbellSKLedermanNGScience teacher attitudes and beliefsHandbook of research on science education (1067–1104)2007Mahweh, NJLawrence Erlbaum Associates, Publishers
   Google Scholar
• JonesMTEickCJImplementing inquiry kit curriculum: Obstacles, adaptations, and practical knowledge development in two middle school science teachersScience Education200791349251310.1002/sce.20197
   Web of Science ®Google Scholar
• JonesMTEickCJProviding bottom-up support to middle school science teachers' reform efforts in using inquiry-based kitsJournal of Science Teacher Education200718691393410.1007/s10972-007-9069-0
   Google Scholar
• KorthagenFLinking practice and theory: The pedagogy of realistic teacher education2001Mahwah, NJLawrence Erlbaum Associates, Publishers
   Google Scholar
• KumarDDChubinDEScience, technology, and society: A sourcebook on research and practice1999New YorkKluwer
   Google Scholar
• LuehmannALIdentity development as a lens to science teacher preparationScience Education20079182283910.1002/sce.20209
   Web of Science ®Google Scholar
• Lumpe, A. T., Czerniak, C. M., & Haney, J. J. (1999). Supporting the implementation of inquiry-based elementary science programs: Setting the stage for local reform. Electronic Journal of Science Education, 3 (4). http://wolfweb.unr.edu/homepage/crowther/ejse/ejsev3n4.html.
   Google Scholar
• MerriamSBQualitative research and case study applications in education1998San FranciscoJossey-Bass Publishers
   Google Scholar
• MingerMASimpsonPThe impact of a standards-based science course for preservice elementary teachers on teacher attitudes toward science teachingJournal of Elementary Science Education2006182496010.1007/BF03174687
   Google Scholar
• MulhollandJWallaceJGrowing the tree of teacher knowledge: Ten years of learning to teach elementary scienceJournal of Research in Science Teaching200542776779010.1002/tea.20073
   Web of Science ®Google Scholar
• National Council for the Accreditation of Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher preparation institutions. Retrieved June 8, 2009, from http://www.ncate.org/documents/standards/NCATE%20Standards%202008.pdf.
   Google Scholar
• Inquiry and the national science education standards2000Washington, DCNational Academy Press
   Google Scholar
• National Science Teachers’ Association (NSTA). (2002). NSTA position statement: Elementary school science. Retrieved March 11, 2009, from http://www.nsta.org/about/positions/elementary.aspx.
   Google Scholar
• PattonMQQualitative research and evaluation methods2002Thousand Oaks, CASage
   Google Scholar
• RichardsonGMLangLLThe use of inquiry in the development of preservice teacher efficacy in mathematics and scienceJournal of Elementary Science Education200820111610.1007/BF03174699
   Google Scholar
• StraussACorbinJBasics of qualitative research: Techniques and procedures for developing grounded theory1998Thousand Oaks, CASage
   Google Scholar
• ThomasJAPedersenJEReforming elementary science teacher preparation: What about extant teaching beliefs?School Science and Mathematics2003103731933010.1111/j.1949-8594.2003.tb18209.x
   Google Scholar
• ThorntonHDispositions in action: Do dispositions make a difference in practice?Teacher Education Quarterly20063325368
   Google Scholar
• TosunTThe beliefs of preservice elementary teachers toward science and science teachingSchool Science and Mathematics2000100737437910.1111/j.1949-8594.2000.tb18179.x
   Google Scholar
• DrielJHBeijaardDVerloopNProfessional development and reform in science education: The role of teachers’ practical knowledgeJournal of Research in Science Teaching20013813715810.1002/1098-2736(200102)38:2<137::AID-TEA1001>3.0.CO;2-U
   Web of Science ®Google Scholar
• ManenMResearching lived experience: Human science for an action sensitive pedagogy1990ON, CanadaState University of New York Press
   Google Scholar
• Yilmaz-TuzunOPreservice elementary teachers’ beliefs about science teachingJournal of Science Teacher Education200819218320410.1007/s10972-007-9084-1
   Google Scholar