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ERIC Number: ED472908
Record Type: RIE
Publication Date: 2001-Jun
Pages: 38
Abstractor: N/A
Reference Count: N/A
An Extension Analysis on the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers.
Ritter, Jennifer M.; Boone, William J.; Rubba, Peter A.
The purpose of this study was to develop, validate, and establish the reliability of an instrument to assess the self--efficacy beliefs of prospective elementary teachers with regard to science teaching and learning for diverse learners. The study builds upon the work of Ashton, Webb, and Bandura. The Self-Efficacy Beliefs about Equitable Science Teaching (SEBEST) instrument is modeled after the Science Teaching Efficacy Belief Instrument (STEBI) and the Science Teaching Efficacy Belief Instrument for Prospective Teachers (STEBI-B). Based on the standardized development procedures used and the associated evidence, the SEBEST appears to be a content and construct valid instrument with high internal reliability qualities for use with prospective elementary teachers to assess personal self-efficacy beliefs for teaching and learning science for diverse learners. (KHR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting of the Association for the Education of Teachers in Science (Costa Mesa, CA, January 18-21, 2001). For full proceedings, see ED 453 083.