The Differential Effects Of Two Versions Of Middle-School Inquiry-Based Science Program Professional Development Institutes On Teachers' Self-Efficacy As Inquiry-Based Science Teachers

Files

uhm_med_532_r.pdf (2.37 MB)
uhm_med_532_uh.pdf (2.37 MB)

Date

2005-05

Authors

Contributor

Advisor

Department

Instructor

Depositor

Speaker

Researcher

Consultant

Interviewer

Narrator

Transcriber

Annotator

Journal Title

Journal ISSN

Volume Title

Publisher

University of Hawaii at Manoa

Volume

Number/Issue

Starting Page

Ending Page

Alternative Title

Abstract

Research has been increasingly concerned with teacher self-efficacy and how it relates to the design of professional development for science teachers(Cole, Ryan, & Ramey, 2003; Crowther & Cannon, 2002; Gerber, Brovey, & Price, 2001; Porter, 2002; Saam, Boone, & Chase, 2001). Self-efficacy is a person's beliefs or expectations about his or her capacity to accomplish certain tasks successfully or demonstrate certain behaviors (Bandura, 1977; 1986). The National Science Education Standards (NSES, 1995) state that quality professional development programs should be fully aware of the developmental nature of teachers' professional growth, including attending to the needs of teachers who have varying degrees of experience, competence, and proficiency. With the recognition that professional development programs are a means of affecting school change, there is an increased demand to show that professional development programs are producing intended results (Guskey, 1994), including improvements in self-efficacy. The purpose of this study is to investigate the extent to which two versions of a middle-school science professional development program positively affect middle-school science teachers' self-efficacy to implement inquiry-based science.

Description

Keywords

Citation

URI

http://hdl.handle.net/10125/10440

Extent

Format

Geographic Location

Time Period

Related To

Theses for the degree of Master of Education (University of Hawaii at Manoa). Educational Psychology; no. 532

Related To (URI)

Table of Contents

Rights

All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.

Rights Holder

Local Contexts

Collections

M.Ed. - Educational Psychology
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.