Normative beliefs, discursive claims, and implementation of reform-based science standards-Reference-Cited by-同舟云学术

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Normative beliefs, discursive claims, and implementation of reform-based science standards

Published:2015-06-18 Issue:9 Volume:53 Page:1419-1443
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Veal William R.¹,Riley Lloyd Mary E.¹,Howell Malia R.¹,Peters John¹

Affiliation:

1. College of Charleston; Charleston South Carolina 29424

Funder

South Carolina State Department of Education

Mathematics and Science Partnerships Program Competitive Subgrants

Division of Standards and Learning

Office of Instructional Practices and Evaluations

Publisher

Wiley

Subject

Education

Reference73 articles.

1. Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement;Adamson;Journal of Research in Science Teaching,2003

2. Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control;Ajzen;Journal of Experimental Social Psychology,1986

3. The relationship between efficacy and the instructional practices of special education teachers and consultants;Allinder;Teacher Education and Special Education,1994

4. Science teacher efficacy and outcome expectancy as predictors of students' end-of-instruction (EOI) biology I test scores;Angle;School Science and Mathematics,2009

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4. Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM Classroom;CBE—Life Sciences Education;2022-09

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