Professional Documents
Culture Documents
REFERENCES
Belbase, S. (2012). Teacher Belief, Knowledge, and Practice: A Trichotomy of
Mathematics Teacher Education. Dissertation. Graduate Student of Mathematics
Education. College of Education, University of Wyoming.
Bernardo, A.B.I. (2006). The Teacher Education and Development Program (TEDP): A
Proposal by the Department of Education for consideration by CHED, TEIs, PRC,
CSC & all other interested stakeholders and beneficiaries
Binglimas, K. & Hanrahan, M. (2010). The relationship between teachers beliefs and
their practice: How the literature can inform science education reformers and
researchers. In M.F. Tasar & G. Cakmakci (Eds.) Contemporary Science
Education Research: international perspectives (pp. 415-422). Ankara, Turkey:
Pegem Akademi.
Boaler, J. (2016). When You Believe in Your Students They Do Better. Youcubed in
Standford University. Retrieved from https://www.youcubed.org/think-itup/when-you-believe-in-your-students-they-do-better/
Boglera, R. & Somechb, A. (2004) .Influence of teacher empowerment on teachers
organizational commitment, professional commitment and organizational
citizenship. Teaching and Teacher Education. 20, 277-289.
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Braun, S. (2011). Unseen Threads: Weaving the Stories between Teacher Beliefs and
Classroom Practice. (Masters thesis, The University of Manitoba, Winnipeg, Manitoba).
Retrieved from http://vl2.gallaudet.edu/files/7314/2323/3201/Thesis_Final_Final.pdf
Calveric, S.B. (2010). Elementary Teachers Assessment Beliefs and Practices. (Doctoral
dissertation, Virginia Commonwealth University, Richmond, Virginia). Retrieved
from
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HD.pdf.pdf?sequence=1
Campos, M.R. (2005). Passive bystanders or active participants?: The Dilemmas and
Social Responsibilities of Teachers. Teachers for Quality Education in Latin
America. Retrieved from
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Chen, C. (2008, September/ October). Why Do Teachers Not Practice What They Believe
Regarding Technology Integration? The Journal in Educational Research. Vol.
102, No. 1, pp.65-75. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.461.126&rep=rep1&type=pdf
Choy, S.C., Cheah, P.K., & (2009). Teacher Perceptions of Critical Thinking Among
Students and its Influence on Higher Education. International Journal of
Teaching and Learning in Higher Education, Vol 20, No 2, 198-206.
http://www.isetl.org/ijtlhe/ ISSN 1812-9129
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Dweck, C.S. (2010, Jan). Mind-sets and Equitable Education. Principal Leadership.
Vol, 10, No. 5, pp 26-29. Retrieved from
http://www.oakton.edu/user/0/bcrocket/Old%20files.English
%20101/Dweck.intelligence.pdf
Earl, L.M. (2013, 2014). Assessment as learning: Using classroom assessment to
maximize student learning. Thousands Oaks, CA: Corwin Press.
Elmas, R., ztrk, N., Irmak, M., and Cobern, W.W. (2014). "An Investigation of Teacher
Response to National Science Curriculum Reforms in Turkey" Scientific Literacy
and Cultural Studies Project. Paper 50.
http://scholarworks.wmich.edu/science_slcsp/50
Epler, C.M. (2011). The Relationship Between Implicit Theories of Intelligence,
Epistemological Beliefs, and the Teaching Practices of In-service Teachers: A
Mixed Methods Study. Dissertation. Virginia Polytechnic Institute and State
University. Ph.D. Philosophy.
Ertmer, P. (2005). Teacher Pedagogical Beliefs and Classroom Technology Use: A
Critical Link. Retrieved on May 10, 2015 from
http://www.edci.purdue.edu/ertmer/docs/AERA06_TchrBeliefs.pdf
Frieberg, H.J., Moores, J, & Moores, R. (2007, April 11). A Person-Centered Approach
to Classroom Management. Collegeo f Education, University of Houston. Paper
presented at the International Meeting of the American Educational Research
Association, Chicago, Illinois. Retrieved from https://latrobe-uniresources.wikispaces.com/file/view/person+centered+approach+to+classroom+m
anagement.pdf
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Kalra, M.B. & Baveja, B. (2013). A review of teacher thinking researches. Literacy
Information and Computer Education Journal (LICEJ), Special Issue, Volume 2,
Issue 2.
Khader, F.R. (2012, January). Teachers pedagogical beliefs and actual classroom
practices in social studies instruction. American International Journal of
Contemporary Research, 2 (1), 73-90. Retrieved from
http://www.aijcrnet.com/journals/Vol_2_No_1_January_2012/9.pdf
Kimwarey, M.C., Chirure, H.N., Omondi, M. (Mar-Apr 2014). Teacher Empowerment
in Education Practice: Strategies, Constraints and Suggestions. Journal of
Research and Method in Education. Vol. 4, No. 2, pp. 51-56. Retrieved from
http://www.iosrjournals.org/iosrjrme/papers/Vol4%20Issue2/Version
2/J04225156.pdf
Kramarski, B. & Resh, N. (2007). Teachers beliefs and pedagogical practice: Do they fit
requirements as implied by the PISAs model for teaching literacy? Educational
Practice and Theory, 29(2), 27-48.
Kuzborska, I. (2011, April). Links between teachers beliefs and practices and research on
reading. Reading in a Foreign Language. Volume 23, No. 1, pp. 102-128
Lai, Y.L. (2005) Teaching vocabulary learning strategies awareness, beliefs, and
practices: a survey of Taiwanese EFL senior high school teachers. Retrieved on
March 24, 2014 from http://english.tyhs.edu.tw/epaper/epaper9/thesis_eng.pdf.
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Lee,A.N.&Youyan,N.(2014).Understandingteacherempowerment:Teachers
perceptionsofprincipalsandimmediatesupervisorsempoweringbehaviours,
psychologicalempowermentandworkrelatedoutcomes.TeachingandTeacher
Education.41,6779.
Lee, C.; Yin, H., Zhang, Z., and Jin, Y. (2011, July-August). Teacher Empowerment and
Receptivity in Curriculum Reform in China. Chinese Education and Society. Vol.
44, no. 4. Pp. 64-81.
Lee, J., Zhang, Z., Song, H., & Huang, X. (2013). Effects of Epistemological and
Pedagogical Beliefs on the Instructional Practices of Teachers: A Chinese
Perspective. Australian Journal of Teacher Education, 38(12). Retrieved from
http://dx.doi.org/10.14221/ajte.2013v38n12.3
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1968&context=ajte
Lee, S. (2011). Trajectories toward becoming a teacher: Exploring the developmental
processes of preservice teachers conceptions of teaching and their teacher
identities. Dissertation. Graduate School of the University of Texas at Austin.
Ph.D. Philosophy.
Linek, W.M., Sampson, M.B. Raine, I.L., Klakamp, K., & Smith, B. (2006).
Development of Literacy Beliefs and Practices: Preservice Teachers with Reading
Specializations in a Field-Based Program. Reading Horizons 46 (3), 183-213.
Lucas, S. B. (2005). Who am I? The influence of teacher beliefs on the incorporation of
instructional technology by higher education faculty. Dissertation. Ph.D.
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Peercy, M. (2012). Problematizing the Theory-Practice Gap: How ESL Teachers Make
Sense of Their Preservice Education. Journal of Theory and Pracice in
Education Articles. 8(1):20-40. Retrieved on January 16, 2015 from
http://eku.comu.edu.tr/index/8/1/mmpeercy.pdf.
Philippine Human Development Report (2008-2009). Department of Education: When
Reforms Dont Transform.
Poulson, L., Avramidis, E., Fox, R., Medwell, J., & Wray, D. (2001). The theoretical
beliefs of effective teachers of literacy in primary schools: an exploratory study of
orientations to reading and writing. Research Papers in Educstion 16 (3), pp. 271292.
Rawatee, M. (2011). Students of Today. Canadian Center of Science and Education.
Retrieved from http://uwispace.sta.uwi.edu/dspace/handle/2139/8591.
Ronda, R.A. (2012, October 3). Teacher urge DepEd to review child protection policy.
The Philippine Star. Retrieved from
http://www.philstar.com/metro/2012/10/03/855415/teachers-urge-deped-reviewchild-protection-policy
Savasci-acikalin, F. (2009, June). TeachEr beliefs and practice in science education.
Asia-Pacific Forum on Science Learning and Teaching. Vol. 10, Issue 1, Art., 12,
p. 1. Retrieved from
https://www.ied.edu.hk/apfslt/download/v10_issue1_files/funda.pdf
Sayre, E. (2013). Integrating student-centered learning to promote critical thinking in
high school social studies classrooms. (Masters Thesis). University of Central
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