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2015 - SRCD Biennial Meeting Pages: unavailable || Words: 31 words || 
1. Archbell, Kristen., Li, Yan. and Coplan, Robert. "“Book Based Beliefs” to “Experience Based Beliefs”: Chinese Pre-service and In-service Teacher Beliefs about Child Misbehaviors" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2018-08-18 <>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: Teachers’ beliefs are built on a foundation of professional development acquired during their Bachelor of Education, along with experience in the classroom environment (Farmer et al., 2011). Pre-service teachers’ beliefs are not necessarily based on classroom exposure, but rooted in their post-secondary education (Rimm-Kaufman et al., 2006). Thus, pre-service teacher beliefs may provide insight into the knowledge obtained through Bachelor of Education programs (O’Haver, 2011), and may be primarily booked based. It has been suggested that at the in-service level of teaching compared to the pre-service level, teachers’ beliefs are relatively stable, as they are built not only on pre-service learning, but a significant amount of experience and exposure to the classroom (Fang, 1996; Varuli, 1999; Rimm-Kaufman et al., 2006). Teacher beliefs have both direct and indirect effects on child outcomes at school (Fang, 1996), and therefore are important to examine. However, to date there have been few studies directly comparing the beliefs of pre-service and in-service teachers – and no such studies have been conducted in non-Western Cultures. Due to values in Chinese culture (e.g., self control) it is expected that Chinese teachers would hold negative views towards misbehaviors. Accordingly, the purpose of this study was to examine the differences between pre-service and in-service Chinese kindergarten teachers towards children’s classroom misbehaviors.
Participants from this study were N=826 (22.5% pre-service, 77.5% in-service) kindergarten teachers from Shanghai, P.R. China. Teachers responded to a series of child vignettes depicting children engaging in various forms of classroom misbehaviors (physical aggression, relational aggression, rough play). Following each vignette, teachers’ indicated their behavioral responses (e.g., intervene), emotional reactions (e.g., anger), perceived implications for each child (social, academic), and their own self-efficacy.
Results from a series of mixed repeated measures ANOVA indicated a number of significant differences among pre- and in-service teachers. For example, pre-service teachers reported feeling less prepared to effectively handle child misbehaviors in the classroom as compared to in-service teachers (see Figure 1). Further, pre-service teachers reported that they would be less likely to intervene and would have greater tolerance towards misbehaviors. Some differences emerged that were specific to the form of child misbehavior. For example, in-service teachers appeared to tolerate more, intervene less, and perceived less implications towards relational aggression than pre-service teachers. Other differences in pre-service and in-service teacher beliefs also arose as a function of gender. For example, in-service teachers were more likely to tolerate misbehaviors among depictions of boys compared to girls (see Figure 2). Further, pre-service teachers felt more prepared to effectively handle girl compared to boy misbehaviors. Findings are in support of additional professional development needed at both pre-service and in-service level of teaching. This is essential, as it has been found that in China teachers may disgrace misbehaving students, which may lead to further problems (Chen, French, & Schneider, 2006). Results will be discussed in terms of teaching implications, and professional development, and future directions.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
2. Johnston, Elisabeth. and Ward, Elizabeth. "Findings from the Validation Study of the Elementary Teacher Efficacy Beliefs Instrument-Math (ETEBI-M) and the Elementary Teacher Efficacy Beliefs Instrument-Science (ETEBI-S)" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <PDF>. 2018-08-18 <>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: The presenters will share the findings from a validation study of the ETEBI-M and ETEBI-S. Participants will consider implications of these results for teacher preparation programs and professional development providers.

2007 - American Association of Colleges for Teacher Education Pages: 5 pages || Words: 1840 words || 
3. Rearden, Kristin. and Cady, Jo. "Relating Preservice Teachers' Epistemic Beliefs and Their Beliefs About Mathematics and Science" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY, Feb 24, 2007 Online <PDF>. 2018-08-18 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Presenters will share findings pertaining to the epistemic beliefs and beliefs regarding to the nature of mathematics and science of preservice elementary teachers at a Research I institution.

2014 - Annual Scientific Meeting of the International Society of Political Psychology Words: 227 words || 
4. Gheorghiu, Mirona. and Sagherian Dickey, Thia. "The ideological duality of social trust: Beliefs about the morality of human nature within liberal and conservative systems of beliefs" Paper presented at the annual meeting of the Annual Scientific Meeting of the International Society of Political Psychology, Ergife Palace Hotel, Rome, Italy, Jul 04, 2014 <Not Available>. 2018-08-18 <>
Publication Type: Paper (prepared oral presentation)
Review Method: Peer Reviewed
Abstract: Social trust as faith in human nature is a central construct in political and social theories of civic society (e.g., Putnam, 2000). Yet, except for a surge of interest in the 1960s, there has been little interest in this form trust amongst social psychologists. We propose that, by denoting one’s beliefs about the morality of human nature, social trust represents an important dimension of broader systems of social and political beliefs about the world, which needs to be studied along other such dimensions as beliefs in a dangerous (BDW), competitive (BCW) and just world (BJW), right-wing authoritarianism (RWA) and social dominance orientation (SDO). We further argue that social trust in fact performs a dual ideological function by being integral to both a liberal (humanist function) and conservative ideology (system-justification function). Based on data from both student and non-student samples in the UK, we bring evidence for this dual ideological function by showing that, on the one hand, social trust has a positive effect on RWA by increasing one’s BJW and, on the other hand, it has a negative effect on RWA and SDO by decreasing one’s BDW and BCW, respectively. This research thus demonstrates that, as a set of beliefs about the morality of human nature, social trust is distinct from other social and political beliefs investigated so far, playing a complex and unique ideological function.

2012 - AECT International Convention Words: 72 words || 
5. Ertmer, Peg. and Ottenbreit-Leftwich, Anne. "Espoused and Enacted Beliefs: Examining the Relationship between Teacher Beliefs and Technology Integration Practices" Paper presented at the annual meeting of the AECT International Convention, The Galt House, Louisville, KY, Oct 30, 2012 <Not Available>. 2018-08-18 <>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: This research addressed the question, “How do the pedagogical beliefs and classroom technology practices of technology-using teachers align?” One-on-one interviews were conducted with 12 K-12 teachers, purposefully selected based on their award-winning technology practices, and supported by evidence from their websites. Results suggest close alignment between beliefs and practices; teachers’ beliefs about the relevance of technology to students’ learning were perceived as having the biggest impact on teachers’ abilities to be successful.

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