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Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
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Journal of Science Teacher Education - 相似文献
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Journal of Science Teacher Education - 相似文献
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Andrea R. Milner Toni A. Sondergeld Abdulkadir Demir Carla C. Johnson Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching
science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in
elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science
to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place
in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes
mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should
be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported
that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as
a result of NCLB. Implications for elementary science education reform and policy are discussed. 相似文献
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A positive school climate is important in maintaining an effective educational environment characterized by excellence, productivity, and cooperation. Because of its impact on successful educational experiences, administrators should attempt to assess climate rather than rely on feelings or intuition to estimate it. Individualized surveys offer a flexible method of addressing specific school needs and concerns. At first glance, the thought of individualizing a climate survey may appear to be an overwhelming task; however, with planning and effort, it can be accomplished. A systematic process outlining a method for individualizing a climate survey includes (a) planning, (b) preparation, (c) survey development, (d) administration, (e) analysis of results, and (f) dissemination. A tailored climate survey can be used by administrators to assess the current climate, evaluate programs designed to enhance the climate, and periodically monitor a climate for signs of change. Although time and effort are required to individualize a survey, results directly applicable to the school can help administrators achieve and maintain a positive school climate. 相似文献
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An Exploratory Study of Teachers' Beliefs Regarding the Implementation of Constructivism in Their Classrooms 总被引：1，自引：0，他引：1
Beck Judy Czerniak Charlene M. Lumpe Andrew T. 《Journal of Science Teacher Education》2000,11(4):323-343
Journal of Science Teacher Education - 相似文献
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Shireen Desouza Josephine M. Czerniak Charlene M. 《Journal of Science Teacher Education》2003,14(2):75-96
Journal of Science Teacher Education - 相似文献
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