Peer reviewedERIC Number: EJ469487
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-4308
EISSN: N/A
Available Date: N/A
Science Teacher Beliefs and Their Influence on Curriculum Implementation: Two Case Studies.
Cronin-Jones, Linda L.
Journal of Research in Science Teaching, v28 n3 p235-50 Mar 1991
Both teachers believe that the most important student outcome is factual knowledge, middle-grade students learn through repeated drill and practice, and these students require a great deal of direction. Their beliefs differ from the philosophy of an intended curriculum, thus hampering its successful implementation. (PR)
Descriptors: Biology, Case Studies, Classroom Research, Curriculum Problems, Drills (Practice), Educational Change, Educational Research, Elementary School Science, Junior High Schools, Middle Schools, Science Curriculum, Science Education, Science Instruction, Science Teachers, Teacher Attitudes, Teacher Characteristics, Teaching Methods
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
