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ERIC Number: EJ959997
Record Type: Journal
Publication Date: 2012-Mar
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1046-560X
Elementary Teachers' Beliefs about Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science
Milner, Andrea R.; Sondergeld, Toni A.; Demir, Abdulkadir; Johnson, Carla C.; Czerniak, Charlene M.
Journal of Science Teacher Education, v23 n2 p111-132 Mar 2012
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers' beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place in response to NCLB. Results indicated that teachers' beliefs about teaching science remained unchanged despite policy changes mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups' think they should be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as a result of NCLB. Implications for elementary science education reform and policy are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001