1 |
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman
|
2 |
Cattell, R. B., & Scheier, I. H. (1961). The meaning and measurement of neuroticism and anxiety. New York: Ronald
|
3 |
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604
|
4 |
Dobley, D. C., & Schafer, L. E. (1984). The effects of knowledge on elementary science inquiry teaching. Science Education, 68(1), 39-51
DOI
|
5 |
Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706
DOI
|
6 |
Henson, R. K. (2001, January). Teacher selfefficacy: Substantive implications and measurement dilemmas. Paper presented at the annual meeting of the Educational Research Exchange, Texas. (ERIC Document Reproduction Service No. ED 452208)
|
7 |
Keegan, L. G. (2003). Help wanted. Education Next, 3(2), 28-31
|
8 |
Spielberger, C. D. (1991). Manual for the state-trait anxiety inventory STAI. Palo Alto, CA: Consulting Psychologists Press
|
9 |
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248
DOI
ScienceOn
|
10 |
Westerback, M. E. (1982). Studies on attitude toward teaching science and anxiety about teaching science in preservice elementary teachers. Journal of Research in Science Teaching, 19(7), 603-616
DOI
|
11 |
Zuckerman, M., & Lubin, B. (1965). Manual for the multiple affect adjective check list (pp. 23). San Diego, CA: Educational and Industrial Testing Service
|
12 |
Ramey-Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3), 283-315
DOI
|
13 |
Mallow, J. V. (1981). Science anxiety: Fear of science and how to overcome it. New York: Thomond Press
|
14 |
Westerback, M. E. (1984). Studies on anxiety about teaching science in preservice elementary teachers. Journal of Research in Science Teaching, 21(9), 937-950
DOI
|
15 |
Britner, S. L., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 269-283
|
16 |
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582
DOI
|
17 |
Bleicher, R. E. (2004). Revisiting the STEBI-B: Measuring self-efficacy in preservice elementary teachers. School Science and Mathematics, 104(8), 383-391
DOI
ScienceOn
|
18 |
Czerniak, C. M. (1989). An investigation of the relationships among science teaching anxiety, selfefficacy, teacher education variables, and instructional strategies. Unpublished doctoral dissertation, The Ohio State University, Columbus
|
19 |
Spielberger, C. D. (1966). Theory and research on anxiety. In C. D. Spielberger (Eds.), Anxiety and behavior, (pp. 3-20). New York: Academic Press
|
20 |
Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill
|
21 |
Goldhaber, D. (2002). The mystery of good teaching: Surveying the evidence on student achievement and teacher's characteristics. Education Next, 2(1), 50-55
|
22 |
Westerback, M. E., & Gonzalez, C. (1985). Comparison of preservice elementary teachers anxiety about teaching students to identify minerals and rocks and students in geology course anxiety about identification of minerals and rocks. Journal of Research in Science Teaching, 22(1), 63-79
DOI
|
23 |
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91
DOI
|
24 |
Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323-337
DOI
ScienceOn
|
25 |
National Research Council (U.S.). (1996). National science education standards: Observe, interact, change, learn. Washington, DC: National Academy Press
|
26 |
Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving. Psychology in the Schools, 19(4), 558-562
DOI
|
27 |
Hunt, J. B., Jr. (2003). Unrecognized progress. Education Next, 3(2), 24-27
|
28 |
Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91(1), 51-61
|
29 |
Victor, E. (1961). Why are elementary school teachers reluctant to teach science? The Science Teacher, 27(7), 17-19
|
30 |
Enochs, L. G., Scharmann, L. C., & Riggs, I. M. (1995). The relationship of pupil control to preservice elementary science teacher self-efficacy and outcome expectancy. Science Education, 79(1), 63-75
DOI
ScienceOn
|
31 |
Wright, P., Horn, S., & Sanders, W. (1997). Teachers and classroom heterogeneity: Their effects on educational outcomes. Journal of Personnel Evaluation in Education, 11(1), 57-67
DOI
ScienceOn
|
32 |
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, Va: Association for Supervision and Curriculum Development
|
33 |
Riggs, I. M. (1995, March). The characteristics of high and low efficacy elementary teachers. Paper presented at the annual meeting of the National Association of Research in Science Teaching, San Francisco, CA
|
34 |
Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499
DOI
ScienceOn
|
35 |
Chiappetta, E. L., & Koballa, T. R. (2005). Science instruction in the middle and secondary schools (6th ed.). Prentice Hall
|
36 |
Czerniak, C. M., & Schriver, M. (1994). An examination of preservice science teachers' beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 5(3), 77-86
DOI
|
37 |
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-48
DOI
|
38 |
Weiss, I. R., Banilower, E. R., McMahon, K. C., & Smith, P. S. (2001). Report of the 2000 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research
|
39 |
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253
DOI
ScienceOn
|
40 |
Turner, T., & DiMarco, W. (1998). Learning to teach science in the secondary school: A companion to school experience. London: Routledge
|