Secondary Science Teachers’ Reported Practices and Beliefs on Teaching and Learning from a Large National Sample in the United States

References

• Abell, S. K. (2008). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105–1150). New York, NY: Routledge.
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
   Google Scholar
• Banerjee, M., Capozzoli, M., McSweeney, L., & Sinha, D. (1999). Beyond kappa: A review of interrater agreement measures. Canadian Journal of Statistics, 27, 3–23. doi:10.2307/3315487
   Web of Science ®Google Scholar
• Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30.
   Google Scholar
• Blanchard, M. R., Southerland, S. A., & Granger, E. M. (2009). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Education, 93, 322–360. doi:10.1002/sce.v93:2
   Web of Science ®Google Scholar
• Boesdorfer, S. B. (2015). Chemistry teachers’ choice of representations as a tool for understanding their orientation toward science teaching. Electronic Journal of Science Education, 19(1), 1–20.
   Google Scholar
• Bransford, J. D., & Donovan, M. S. (2005). How students learn: Science in the classroom. Washington, DC: National Academy.
   Google Scholar
• Bryan, L. A. (2012). Research on science teacher beliefs. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 477–495). Dordrecht, The Netherlands: Springer.
   Google Scholar
• Cheung, D. (2008). Facilitating chemistry teachers to implement inquiry-based laboratory work. International Journal of Science and Mathematics Education, 6, 107–130. doi:10.1007/s10763-007-9102-y
   Google Scholar
• Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44, 613–642. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the US and abroad. Washington, DC: National Staff Development Council.
   Google Scholar
• Davis, K. S. (2003). “Change is hard”: What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87, 3–30. doi:10.1002/sce.10037
   Web of Science ®Google Scholar
• De Vries, S., van de Grift, W. J., & Jansen, E. P. (2014). How teachers’ beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching, 20, 338–357. doi:10.1080/13540602.2013.848521
   Web of Science ®Google Scholar
• Enderle, P., Dentzau, M., Roseler, K., Southerland, S., Granger, E., Hughes, R., … Saka, Y. (2014). Examining the influence of RETs on science teacher beliefs and practice. Science Education, 98, 1077–1108. doi:10.1002/sce.21127
   Web of Science ®Google Scholar
• Feldman, A. (2002). Multiple perspectives for the study of teaching: Knowledge, reason, understanding, and being. Journal of Research in Science Teaching, 39, 1032–1055. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Fletcher, S. S., & Luft, J. A. (2011). Early career secondary science teachers: A Longitudinal study of beliefs in relation to field experiences. Science Education, 95, 1124–1146. doi:10.1002/sce.v95.6
   Web of Science ®Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945. doi:10.3102/00028312038004915
   Web of Science ®Google Scholar
• Jones, M. G., & Carter, G. (2007). Science teacher attitudes and beliefs. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 830–847). New York, NY: Routledge.
   Google Scholar
• Jones, M. G., & Leagon, M. (2014). Science teacher attitudes and beliefs: Reforming practice. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 830–847). New York, NY: Routledge.
   Google Scholar
• Kang, N., & Wallace, C. S. (2004). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89, 140–165. doi:10.1002/sce.20013
   Web of Science ®Google Scholar
• Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631–645. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45, 169–204. doi:10.1080/03057260903142285
   Web of Science ®Google Scholar
• Lawson, A. E. (1986). Why isn‘t inquiry used in more classrooms? The American Biology Teacher, 48, 150–158. doi:10.2307/4448241
   Web of Science ®Google Scholar
• Leatham, K. R. (2006). Viewing mathematics teachers’ beliefs as sensible systems. Journal of Mathematics Teacher Education, 9, 91–102. doi:10.1007/s10857-006-9006-8
   Google Scholar
• Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30, 1343–1363. doi:10.1080/09500690802187058
   Web of Science ®Google Scholar
• Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation (2nd ed.). Thousand Oaks, CA: Corwin.
   Google Scholar
• Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing professional development for teachers of science and mathematics (3rd ed.). Thousand Oaks, CA: Corwin.
   Google Scholar
• Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38–63.
   Google Scholar
• Mansour, N. (2009). Science teachers‘ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental and Science Education, 4, 25–48.
   Google Scholar
• Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230–1275. doi:10.1080/09500693.2012.743196
   Web of Science ®Google Scholar
• Martin, A., Park, S., & Hand, B. (2017). What happens when a teacher’s science belief structure is in disequilibrium? Entangled nature of beliefs and practice. Research in Science Education, 1–36. doi:10.1007/s11165-017-9644-0
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2013). Schools and Staffing Survey (SASS) [data table]. Retrieved from https://nces.ed.gov/programs/digest/d13/tables/dt13_209.50.asp
   Google Scholar
• National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards. Washington, DC: National Academy Press.
   Google Scholar
• Roehrig, G. H., & Kruse, R. A. (2005). The role of teachers‘ beliefs and knowledge in the adoption of a reform-based curriculum. School Science and Mathematics, 105, 412–422. doi:10.1111/ssm.2005.105.issue-8
   Google Scholar
• Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44, 883–907. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Ruston, G. T., Lotter, C., & Singer, J. (2011). Chemistry teachers’ emerging expertise in inquiry teaching: The effects of a professional development model on beliefs and practice. Journal of Science Teacher Education, 22, 23–52. doi:10.1007/s10972-010-9224-x
   Google Scholar
• Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23, 65–86. doi:10.1007/s10972-011-9262-z
   Google Scholar
• Singer, J., Lotter, C., Feller, R., & Gates, H. (2011). Exploring a model of situated professional development: Impact on classroom practice. Journal of Science Teacher Education, 22, 203–227. doi:10.1007/s10972-011-9229-0
   Google Scholar
• Tolbert, S. E. (2011). Teaching the content in context: Preparing “highly qualified” and “high quality” teachers for instruction in underserved secondary science classrooms ( Doctoral Dissertation). ProQuest LLC (UMI number: 3471776).
   Google Scholar
• Van Driel, J. H., Berry, A., & Meirink, J. (2014). Research on science teacher knowledge. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (pp. 848–870). New York, NY: Routledge.
   Google Scholar
• Wheeler, L. B., Bell, R. L., Whitworth, B. A., & Maeng, J. L. (2015). The science ELF: Assessing the enquiry levels framework as a heuristic for professional development. International Journal of Science Education, 37(1), 55–81. doi:10.1080/09500693.2014.961182
   Web of Science ®Google Scholar
• Wong, S. S., & Luft, J. A. (2015). Secondary science teachers’ beliefs and persistence: A longitudinal mixed-methods study. Journal of Science Teacher Education, 26, 619–645. doi:10.1007/s10972-015-9441-4
   Web of Science ®Google Scholar
• Woodbury, S., & Gess-Newsome, J. (2002). Overcoming the paradox of change without difference: A model of change in the arena of fundamental school reform. Educational Policy, 16, 763–782. doi:10.1177/089590402237312
   Web of Science ®Google Scholar