LEADER 01243cam2 2200313 450 001 E600200056267 005 20220705073751.0 100 $a20091111d1976 |||||ita|0103 ba 101 $ager 102 $aDE 200 1 $aWerke 1: Elegie (1790)$aDe Malorum Origine (1792)$aUber Mythen (1793)$aForm der Philosophie (1794)$aErklarung (1794)$fFriedrich Wilhelm Joseph Schelling$ghrsg. von G. Jacobs [et al.] 210 $aStuttgart$cFrommann-Holzboog$dc1976 215 $a359 p.$d25 cm 461 1$1001E600200055108$12000 $aReihe I : Werke 700 1$aSchelling$b, Friedrich Wilhelm Joseph : von$3A600200062986$4070$0151913 702 1$aJACOBS, Wilhelm$3AF00017584$4070 801 0$aIT$bUNISOB$c20220705$gRICA 850 $aUNISOB 852 $aUNISOB$j100|Coll|55|K$m47309 912 $aE600200056267 940 $aM 102 Monografia moderna SBN 941 $aM 957 $a100|Coll|55|K$b000001$i-1$gSi$d47309$racquisto$1beth$2UNISOB$3UNISOB$420091111134701.0$520220705073742.0$6Alfano 996 $aErklarung (1794)$91705649 996 $aDe malorum origine (1792)$91569624 996 $aForm der philosophie (1794)$91569626 996 $aÜber mythen (1793)$91569625 996 $aWerke 1: Elegie (1790)$91705648 997 $aUNISOB LEADER 04551nam 2200625 450 001 9910459996703321 005 20200520144314.0 010 $a94-6209-557-4 024 7 $a10.1007/978-94-6209-557-1 035 $a(CKB)3710000000230877 035 $a(EBL)1973795 035 $a(SSID)ssj0001354278 035 $a(PQKBManifestationID)11759283 035 $a(PQKBTitleCode)TC0001354278 035 $a(PQKBWorkID)11327068 035 $a(PQKB)10352626 035 $a(DE-He213)978-94-6209-557-1 035 $a(OCoLC)891138869 035 $a(nllekb)BRILL9789462095571 035 $a(Au-PeEL)EBL3034979 035 $a(CaPaEBR)ebr10928284 035 $a(CaONFJC)MIL764044 035 $a(MiAaPQ)EBC3034979 035 $a(PPN)181349027 035 $a(EXLCZ)993710000000230877 100 $a20140916h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe role of science teachers' beliefs in international classrooms $efrom teacher actions to student learning /$fedited by Robert Evans [and three others] 205 $a1st ed. 2014. 210 1$aRotterdam, Netherlands :$cSense Publishers,$d2014. 210 4$d©2014 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a94-6209-556-6 311 $a94-6209-555-8 320 $aIncludes bibliographical references and index. 327 $aPreliminary Material /$rRobert Evans , Julie Luft , Charlene Czerniak and Celestine Pea -- Teaching Self-Efficacy of Science Teachers /$rRon Blonder , Naama Benny and M. Gail Jones -- Overview of the Role of Teacher Beliefs in Science Education /$rCarolyn S. Wallace -- Cultural Effects on Self-Efficacy Beliefs /$rRobert H. Evans -- Teacher Professional Development and Self-Efficacy Beliefs /$rAndrew Lumpe , Amy Vaughn , Robin Henrikson and Dan Bishop -- Cross-Cultural Research and Perspectives on Epistemology, Learning Environments, and Culture /$rKadir Demir and Chad D. Ellett -- Situating Beliefs in the Theory of Planned Behavior /$rP. Sean Smith , Adrienne A. Smith and Eric R. Banilower -- Measurement of Science Teachers? Efficacy Beliefs /$rGail Shroyer , Iris Riggs and Larry Enochs -- NSF-Funded Research on Beleifs in STEM Education /$rCelestine H. Pea -- Connecting Teacher Beliefs Research and Policy: An Overview and Potential Approaches /$rJulie A. Luft and Sissy S. Wong -- Becoming an Activist Science Teacher: a Longitudinal Case Study of an Induction Intervention /$rSarah Elizabeth Barrett -- Examining Science Teachers? Orientations in an Era of Reform: The Role of Context on Beliefs and Practice /$rVanashri Nargrund-Joshi , Meredith Park Rogers and Heidi Wiebke -- Science Teacher Self-Efficacy Beliefs, Change Processes, and Professional Development /$rKadir Demir and Chad D. Ellett -- Science Teachers? Beliefs about Nature of Science and Science-Technology-Society Issues: Cross-Cultural Results Through a New Standardized Assessment /$rÁngel Vázquez-Alonso and María-Antonia Manassero-Mas -- Challenges of Elementary Science Teaching /$rJames J. Watters -- Index /$rRobert Evans , Julie Luft , Charlene Czerniak and Celestine Pea. 330 $aThis book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process. 606 $aScience teachers$xTraining of 606 $aScience teachers$xPsychology 615 0$aScience teachers$xTraining of. 615 0$aScience teachers$xPsychology. 676 $a507.1 702 $aEvans$b Robert 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459996703321 996 $aThe role of science teachers' beliefs in international classrooms$92490541 997 $aUNINA