The relationship of pupil control to preservice elementary science teacher self–efficacy and outcome expectancy
暂无分享,去创建一个
[1] Lawrence C. Scharmann. The influences of sequenced instructional strategy and locus of control on preservice elementary teachers' understanding of the nature of science , 1988 .
[2] S. Veenman. Perceived Problems of Beginning Teachers , 1984 .
[3] W. Hoy,et al. Socialization of Student Teachers , 1990 .
[4] L. Enochs,et al. Toward the development of an elementary teacher's science teaching efficacy belief instrument , 1990 .
[5] M. Pajares,et al. Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct , 1992 .
[6] M. Burlingame,et al. The Pupil Control Ideology of Teachers in Selected Schools , 1974 .
[7] A. Bandura. Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .
[8] W. Hoy,et al. Prospective Teachers' Sense of Efficacy and Beliefs About Control , 1990 .
[9] A. Bandura. Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.
[10] T. Good. Two Decades of Research on Teacher Expectations: Findings and Future Directions , 1987 .
[11] Richard A. Duschl,et al. The elementary level science methods course: Breeding ground of an apprehension toward science , 1983 .
[12] Developmental influences of science process skill instruction , 1989 .
[13] Myron H. Dembo,et al. Teacher efficacy: A construct validation. , 1984 .
[14] Dorothy L. Gabel,et al. The effect of early teaching and training experience on physics achievement, attitude toward science and science teaching, and process skill proficiency , 1977 .