The Effects of Community-Based Service Learning on Preservice Teachers’ Beliefs About the Characteristics of Effective Science Teachers of Diverse Students

References

• AtwaterMMEquity for Black Americans in precollege scienceScience Education20008415417910.1002/(SICI)1098-237X(200003)84:2<154::AID-SCE2>3.0.CO;2-R
   Web of Science ®Google Scholar
• BanduraASelf-efficacy: The exercise of control1997New YorkW. H. Freeman and Company
   Google Scholar
• BleicherEParsing the language of racism and relief: Effects of a short-term urban field placement on teacher candidates’ perceptions of culturally diverse classroomsTeaching and Teacher Education2011271170117810.1016/j.tate.2011.06.001
   Web of Science ®Google Scholar
• Boyle-BaiseMMulticultural service learning: Educating teachers in diverse communities2002New York, NYTeachers College Press
   Google Scholar
• Calabrese BartonACrafting multicultural science education with preservice teachers through service-learningJournal of Curriculum Studies200032679782010.1080/00220270050167189
   Web of Science ®Google Scholar
• ChiappettaELKoballaTScience instruction in the middle and secondary schools2006Upper Saddle River, NJMerrill/Prentice Hall
   Google Scholar
• Cochran-SmithMDavisDFriesKBanksJBanksCAMMulticultural teacher education: Research, practice, and policyHandbook of research on multicultural education2004San FranciscoJossey-Bass931975
   Google Scholar
• ConeN.Community-based service-learning as a source of personal self-efficacy: Preparing preservice elementary teachers to teach science for diversitySchool Science and Mathematics2009a10912030
   Google Scholar
• ConeN.A bridge to developing efficacious science teachers of all students: Community-based service-learning supplemented with explicit discussions and activities about diversityJournal of Science Teacher Education2009b204365383
   Google Scholar
• Darling-HammondLDarling-HammondLFrenchJGarcia-LopesSPLearning to teach for social justiceLearning to teach for social justice2002New York, NYTeacher’s College Press
   Google Scholar
• Darling-Hammond, L., Wise, A. E., & Klein, S. P. (1997). A license to teach: Building a profession for 21st century schooling. Boulder, CO: Westview Publishing.
   Google Scholar
• DelpitLOther people’s children: Cultural conflict in the classroom1995New YorkNew Press
   Google Scholar
• DoyleMBeyond life history as a student: Preservice teachers’ beliefs about teaching and learningCollege Student Journal199731519532
   Google Scholar
• EylerJSGilesDEJrWhere’s the learning in service-learning?1999San FranciscoJossey-Bass
   Google Scholar
• Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (The Josey-Bass Education Series). San Francisco: Jossey-Bass.
   Google Scholar
• FrederickRCaveAPerencevichKTeacher candidates’ transformative thinking on issues of social justiceTeaching and Teacher Education20102631532210.1016/j.tate.2009.05.004
   Web of Science ®Google Scholar
• GayGCulturally responsive teaching: Theory, research, & practice2000New YorkTeachers College Press
   Google Scholar
• GilbertAYerrickRSame school, separate worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track science classroomJournal of Research in Science Teaching200138557459810.1002/tea.1019
   Web of Science ®Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine Publishing Company.
   Google Scholar
• GrantCKretovicsJNusselEJUrban teachers: Their new colleagues and curriculumTransforming urban education1994BostonAllyn & Bacon315326
   Google Scholar
• HabermanMThe pedagogy of poverty versus good teachingPhi Delta Kappan1991734290294
   Web of Science ®Google Scholar
• HollinsETorres-GuzmanMECochran-SmithMZeichnerKResearch on preparing teachers for diverse populationsStudying teacher education: The report of the AERA panel on research and teacher education2005Mahwah, NJLawrence Erlbaum Associates
   Google Scholar
• HowesEVLearning to teach science for all elementary grades: What do preservice teachers bring?Journal of Research in Science Teaching200239984586910.1002/tea.10049
   Web of Science ®Google Scholar
• IrvineJJEducating Teachers for diversity: Seeing with a cultural eye2003New YorkTeachers College Press
   Google Scholar
• KochJScience stories: A science methods book for elementary teachers2004BostonHoughton Mifflin Co.
   Google Scholar
• Ladson-BillingsGThe dreamkeepers: Successful teachers of African American children1994San FranciscoJosey-Bass
   Google Scholar
• LortieDCSchool teacher1975Chicago, ILUniversity of Chicago Press
   Google Scholar
• McIntoshPCyrusVWhite privilege: Unpacking the invisible knapsackExperiencing race, class, and gender in the United States1993LondonMayfield209213
   Google Scholar
• National science education standards1996Washington, DCNational Academy Press
   Google Scholar
• NoddingsNAn ethic of caring and its implications for instructional arrangementsAmerican Journal of Education198896221522010.1086/443894
   Web of Science ®Google Scholar
• PajaresMFTeacher’s beliefs and educational research: Cleaning up a messy constructReview of Educational Research199262307332
   Web of Science ®Google Scholar
• RichardsonVSikulaJThe role of attitudes and beliefs in learning to teachHandbook of research on teacher education1996New YorkSimon & Schuster/Macmillan102119
   Google Scholar
• RitterJBooneWRubbaPDevelopment of an instrument to assess prospective elementary teacher self-efficacy beliefs about equitable science teaching and learning (SEBEST)Journal of Science Teacher Education200112317519810.1023/A:1016747713585
   Google Scholar
• RodriguezAJBusting open the meritocracy myth: Rethinking equity and student achievement in scienceJournal of Women and Minorities in Science and Engineering199842#x00026;3195216
   Google Scholar
• RootSCallahanJSepanskiJBuilding teaching dispositions and service-learning practice: A multi-site studyMichigan Journal of Community Service Learning2002825060
   Google Scholar
• ShultzENyehartTReckUSwimming against the tide: A study of prospective teachers’ attitudes regarding cultural diversity and urban teachingWestern Journal of Black Studies199620117
   Google Scholar
• SleeterCEPreparing teachers for culturally diverse schools: Research and the overwhelming presence of whitenessJournal of Teacher Education2001529410610.1177/0022487101052002002
   Web of Science ®Google Scholar
• SleeterCEUn-standardizing curriculum: Multicultural teaching in the standards-based classroom2005New YorkTeachers College Press
   Google Scholar
• Song, K., & Christiansen, F. (2001). Achievement gap in pre-service teachers in urban settings. East Lansing, MI: National Center for Research on Teacher Learning (ERIC Document Reproduction Service No. ED456187).
   Google Scholar
• TerrillMMarkDPreservice teachers’ expectations for schools with children of color and second-language learnersJournal of Teacher Education200052214915510.1177/002248710005100209
   Web of Science ®Google Scholar
• TobinKFraserBJWhat does it mean to be an exemplary teacher?Journal of Research in Science Teaching19902732510.1002/tea.3660270103
   Web of Science ®Google Scholar
• Tschannen-MoranMWoolfolk HoyAHoyWKTeacher efficacy: Its meaning and measureReview of Educational Research1998682202248
   Web of Science ®Google Scholar
• VillegasALucasTEducating culturally responsive teachers: A coherent approach2002Albany, NYState University of New York Press
   Google Scholar
• WadeRCDeveloping active citizens: Community service learning in social studies teacher educationSocial Studies199586312212810.1080/00377996.1995.9958383
   Google Scholar
• WadeRCService-Learning for multicultural teaching competency: Insights from the literature for teacher educatorsEquity & Excellence in Education2000333212910.1080/1066568000330304
   Google Scholar
• Walls, R. T., Nardi, A. H., Von Minden, A. M., & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29(1), 39–48.
   Google Scholar
• WeinsteinCSTeacher education students’ preconceptions of teachingJournal of Teacher Education198940536010.1177/002248718904000210
   Web of Science ®Google Scholar
• WideenMMayersmithJMoonBA critical analysis of the research on learning-to-teachReview of Education Research1998682130178
   Web of Science ®Google Scholar
• WitcherAEOnwuegbuzieAJMinorLCCharacteristics of effective teachers: Perceptions of preservice teachersResearch in the Schools2001824547
   Google Scholar