Assessing Teachers’ Context Beliefs about Technology Use

References

• Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliff, NJ: Prentice Hall.
   Google Scholar
• Ajzen, I., & Madden, T. J. (1986). Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology, 22, 453–474.
   Web of Science ®Google Scholar
• Arbuckle, J. L., & Wothke, W. (1999). Amos 4.0 user’s guide. Chicago: SPSS.
   Google Scholar
• Ashton, P. (1985). Motivation and the teacher’s sense of efficacy. In C. Ames & R. Ames (Eds.), Research on motivation in education (vol. 2, pp. 141–167). Orlando, FL: Academic Press.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
   Google Scholar
• Barden, R. C., & Ford, M. E. (1991). Optimal performance in education. Minneapolis, MN: Optimal Performance Systems.
   Google Scholar
• Busch, T. (1995). Gender differences in self-efficacy and attitudes towards computers. Journal of Educational Computing Research, 12(2), 147–158.
   Web of Science ®Google Scholar
• Enochs, L. G., Riggs, I. M., & Ellis, J. D. (1993). The development and partial validation of microcomputer utilization in teaching efficacy beliefs instrument in a science setting. School Science and Mathematics, 93, 257–263.
   Google Scholar
• Fletcher-Flinn, C. M., & Suddendorf, T. (1996). Computer attitudes, gender and exploratory behavior: A developmental study. Journal of Educational Computing Research, 15(4), 369–392.
   Web of Science ®Google Scholar
• Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage Publications:
   Google Scholar
• Ghiselli, E. E., Campbell, J. P., & Zedeck, S. (1981). Measurement theory for the behavioral sciences. San Francisco: W. H. Freeman and Company.
   Google Scholar
• Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971–993.
   Web of Science ®Google Scholar
• Jones, B. F., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Plugging in: Choosing and using educational technology. Washington, DC: Council for Educational Development and Research, and North Central Regional Educational Laboratory. Available: www.ncrel.org/sdrs/edtalk/toc.htm.
   Google Scholar
• Kim, J., & Muller, C. (1978). Factor analysis: Statistical methods and practical issues. Beverly Hills, CA: Sage Publications.
   Google Scholar
• Loucks-Horsley, A. Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers’ beliefs about their science teaching context. Journal of Research in Science Teaching, 37, 275–292.
   Web of Science ®Google Scholar
• Massoud, S. L. (1991). Computer attitudes and computer knowledge of adult students. Journal of Educational Computing Research, 7(3), 269–291.
   Web of Science ®Google Scholar
• Means, B. (1998, April). Models and prospects for bringing technology-supported education reform to scale. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
   Google Scholar
• Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60–70.
   Web of Science ®Google Scholar
• Miura, I. T. (1987). A multivariate study of school-aged children’s computer interest and use. In M. E. Ford & D. H. Ford (Eds.), Humans as self-constructing living systems: Putting the framework to work (pp. 177–197). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Pajares, M. F. (1992). Teacher beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
   Web of Science ®Google Scholar
• Quiñones, S., Kirchstein, R., & Loy, N. (1998). An educator’s guide to evaluating the use of technology in schools and classrooms. Washington, DC: U.S. Department of Education.
   Google Scholar
• Riggs, I. M., & Enochs, L. G. (1993). A microcomputer beliefs inventory for middle school students: Scale development and validation. Journal of Research on Computing in Education, 25(3), 383–390.
   Google Scholar
• Rosin, L. D., & Weil, M. M. (1995). Computer availability, computer experience and technophobia among public school teachers. Computers in Human Behavior, 11(1), 9–31.
   Web of Science ®Google Scholar
• Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
   Web of Science ®Google Scholar