This cross-sectional survey study of 226 public school teachers throughout Ohio presents and revalidates the "Teacher Beliefs about Scholarship in Education" (TBASE) measure, which includes twenty-four statements about teacher experiences with, attitudes toward, and behaviors regarding both education professors and journals. Rasch modeling of the collected data validates the measure and allows for these statements to be sequenced and grouped into four statistically discernible stages of positive belief development: "Personal Interaction", "Personal Identification and Increased Autonomy," "Professional Identification," and "Acceptance of Authority." Additionally, this study uses the TBASE measure to better understand which contexts and sources of exposure to external research in education are associated with higher TBASE scores. To that end, one-tailed independent samples t-tests were used to analyze teacher responses to eighteen additional items about various contexts and secondary sources of education research. A total of ten were found to be statistically significantly associated with increased TBASE scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]