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ERIC Number: EJ977457
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1094-3277
Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions
Miranda, Rommel
Science Educator, v21 n1 p44-50 Sum 2012
This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include professionalism, a passion for science and teaching, and a dedication to student learning. This study further illuminates how urban high school science teachers believe educators specifically exhibit these essential science teaching dispositions in urban classrooms. The implications of these findings are that certain teaching dispositions might play a major role in improving student science achievement in urban schools. Moreover, the findings of this study might help to further inform and guide policymakers in the transformation of educational policies that affect schools and science educators in urban settings. (Contains 2 tables.)
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A