Enhancing Teachers' Beliefs and Practices Through Problem-Based Learning Focused on Pertinent Issues of Environmental Health Science

References

• Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action control: From cognition to behavior (pp. 11-39). New York: Springer.
   Google Scholar
• Bailey, L. (2003). Meeting standards without sacrificing quality curriculum in the middle school. Research in Middle Level Education Online, 26(2), 1-10.
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Biological Sciences Curriculum Study. (1994). Innovations in science education survey instrument. Colorado Springs, CO: Author.
   Google Scholar
• Bleicher, R. E. (2004). Revisiting the STEBI-B: Measuring Self-Efficacy in Preservice Elementary Teachers. School Science and Mathematics Journal, 104, 383-391.
   Google Scholar
• Boyer, S., & Bishop, P. (2004). Young adolescent voices: Students' perceptions of interdisciplinary teaming. Research in Middle Level Education Online, 28(1), 73-76.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curricula. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• George, J. (2005). An external report of Project EXCITE. Unpublished manuscript.
   Google Scholar
• Haney, J. J., Keil, C., & Zoffel, J. (2006). Making the case for the integrated curriculum through the lens of environmental health science. In A. Burge (Ed.), Hawaii International Conference on Education Conference Proceedings (pp. 2399-2407). Honolulu: University of Hawaii Press.
   Google Scholar
• Haney, J. J., & Lumpe, A. T. (1995). A science teacher professional development model guided by reform policies, teacher needs, and research. Journal of Science Teacher Education, 6, 187-196.
   Google Scholar
• Hummel, T. J., & Sligo, J. (1971). An empirical comparison of univariate and multivariate analysis of variance procedures. Psychological Bulletin, 76(1), 49-57.
   Google Scholar
• Lewis, V. K., & Shaha, S. H. (2003). Maximizing learning and attitudinal gains through integrated curricula. Education, 123, 521-537.
   Google Scholar
• Lieberman, G., & Hoody, L. (1998). Closing the achievement gap: Using the environment as an integrative context for learning. San Diego, CA: State Environmental Education Roundtable.
   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.
   Google Scholar
• Mattheis, F., & Nakayama, G. (1988). Development of the performance of process skills (POPS) test for middle grades students. Chinese Journal of Science Education, 89(1), 35-55. (ERIC Document Reproduction Service No. ED305252).
   Google Scholar
• Morrone, M. (2001). Primary- and secondary-school environmental health science education and the education crisis: A survey of science teachers in Ohio. Environmental Health, 63(9), 26-30.
   Google Scholar
• Palmer, J. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. London: Routledge.
   Google Scholar
• Rencher, A. C. (2002): Methods of multivariate analysis (2nd ed.). New York: Wiley.
   Google Scholar
• Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teachers' science teaching efficacy belief instrument. Science Education, 74, 625-637.
   Google Scholar
• Rubeck M. L. & Enochs, L. G. (1991, April). A path analytical model of variables that influence science and chemistry teaching self-efficacy and outcome expectancy in middle school science teachers. Paper presented at the National Association for Research in Science Teaching, Annual Meeting, Fontana, WI.
   Google Scholar
• Taylor, P. C. S., Fraser, B. J., & White, L. R. (1994, April). A classroom environment questionnaire for science educators interested in the constructivist reform of school science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA.
   Google Scholar
• Vars, G. F. (2001). Can curriculum integration survive in an era of high-stakes testing? Middle School Journal, 33(2), 7-17.
   Google Scholar
• Warren, L. L., & Payne, B. D. (1997). Impact of middle grades' organization on teacher efficacy and environmental perceptions. The Journal of Educational Research, 90, 301-308.
   Google Scholar