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Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

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Title: Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment
Language: English
Authors: Ulmer, Jonathan D., Velez, Jonathan J., Lambert, Misty D., Thompson, Greg W., Burris, Scott, Witt, Phillip A.
Source: Journal of Agricultural Education. 2013 54(4):121-133.
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Descriptors: Faculty Development, Agricultural Education, Secondary School Curriculum, Secondary School Teachers, High Schools, Teacher Effectiveness, Pretests Posttests, Expectation, Correlation, Statistical Analysis, Online Surveys
ISSN: 1042-0541
Abstract: This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments were made at two points. First, the participants were assessed by using a post-then-pre assessment with a second follow-up assessment after nine months of implementing the new curriculum. Demographic characteristics are presented to provide insight into the participants. The teachers experienced gains during the institute on both their personal science teaching efficacy and their science teaching outcome expectancy. However, after nine months of using the curriculum, their efficacy remained high while their outcome expectancy returned to the same levels held before attending the professional development. It appears the CASE Institute had a lasting impact on the participants' personal efficacy, but not their outcome expectancy beliefs. Recommendations are made for future research.
Abstractor: As Provided
Number of References: 44
Entry Date: 2016
Accession Number: EJ1122270
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Ulmer%2C+Jonathan+D%2E%22">Ulmer, Jonathan D.</searchLink><br /><searchLink fieldCode="AR" term="%22Velez%2C+Jonathan+J%2E%22">Velez, Jonathan J.</searchLink><br /><searchLink fieldCode="AR" term="%22Lambert%2C+Misty+D%2E%22">Lambert, Misty D.</searchLink><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Greg+W%2E%22">Thompson, Greg W.</searchLink><br /><searchLink fieldCode="AR" term="%22Burris%2C+Scott%22">Burris, Scott</searchLink><br /><searchLink fieldCode="AR" term="%22Witt%2C+Phillip+A%2E%22">Witt, Phillip A.</searchLink>
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
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  Data: This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments were made at two points. First, the participants were assessed by using a post-then-pre assessment with a second follow-up assessment after nine months of implementing the new curriculum. Demographic characteristics are presented to provide insight into the participants. The teachers experienced gains during the institute on both their personal science teaching efficacy and their science teaching outcome expectancy. However, after nine months of using the curriculum, their efficacy remained high while their outcome expectancy returned to the same levels held before attending the professional development. It appears the CASE Institute had a lasting impact on the participants' personal efficacy, but not their outcome expectancy beliefs. Recommendations are made for future research.
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  Data: EJ1122270
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      – Text: English
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        PageCount: 13
        StartPage: 121
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      – SubjectFull: Agricultural Education
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      – SubjectFull: Secondary School Curriculum
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      – SubjectFull: Secondary School Teachers
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      – TitleFull: Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment
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