Drawing on analyses of a subset of teacher quality studies in which student outcomes were used as a dependent variable (Hess, 2001; Walsh, 2001), the No Child Left Behind Act (NCLB; 2001) challenged traditional concepts of good teaching by emphasizing content mastery and verbal ability and downplaying the importance of pedagogy. In turn, the belief that pedagogy is a less powerful determinant o...

When facing belief-contradictory scientific evidence, preservice teachers tend to doubt the potency of science and consult sources less frequently. Thus, individuals run risk not only maintain questionable assumptions but also develop dysfunctional stances toward research as a reliable source knowledge. In two studies, we (a) replicated findings on so-called impotence excuse (SIE) in education ...

Sandholtz, Ringstaff, & Dwyer (1996) list five stages in the “evolution” of a teacher’s capacity for computerbased instruction—entry, adoption, adaptation, appropriation and invention—which hereafter will be called the teacher’s computer-based instructional evolution. In this study of approximately six hundred junior high school science and mathematics teachers in Taiwan who have integrated com...

Given the importance of beliefs and attitudes pre-service teachers, this research aims at studying relation between mathematics teaching efficacy their attitude towards academic achievement. Specifically, work considers both factors together studies correlation with The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to measure teachers’ teachers. Besides, Attitude Scale (AMS) r...

The OECD's Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called "neuromyths" are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the ...