The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education-Reference-Cited by-同舟云学术

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The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education

Published:2018-04 Issue: Volume:71 Page:190-205
ISSN:0742-051X
Container-title:Teaching and Teacher Education
language:en
Short-container-title:Teaching and Teacher Education

Author:

Thibaut Lieve^ORCID,Knipprath Heidi^ORCID,Dehaene Wim^ORCID,Depaepe Fien

Funder

IWT-SBO

Publisher

Elsevier BV

Subject

Education

Reference111 articles.

1. Improving primary teachers' attitudes toward science by attitude-focused professional development;van Aalderen-Smeets;Journal of Research in Science Teaching,2015

2. Primary teachers' attitudes toward science: A new theoretical framework;van Aalderen-Smeets;Science Education,2012

3. Attitudes, personality, and behavior;Ajzen,1988

4. Attitudes, personality, and behavior;Ajzen,2005

5. Assessing changes in teachers' attitudes toward interdisciplinary STEM teaching;Al Salami;International Journal of Technology and Design Education,2017

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1. A meta-analysis of interdisciplinary teaching abilities among elementary and secondary school STEM teachers;International Journal of STEM Education;2024-08-16

2. The interplay between teacher beliefs, instructional practices, and students’ reading achievement: national evidence from PIRLS 2021 using path analysis;Large-scale Assessments in Education;2024-08-08

3. Dataset of Vietnamese preschool teachers' readiness towards teaching mathematics through experiential education;Data in Brief;2024-08

4. Exploring primary school teachers’ idea generation during the STEM instructional design process;Research in Science & Technological Education;2024-05-14

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