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dc.contributor.advisorBakken, Lindaen_US
dc.contributor.authorWalter, Benjamin A.en_US
dc.date.accessioned2010-09-01T15:12:15Z
dc.date.available2010-09-01T15:12:15Z
dc.date.issued2009-07en_US
dc.identifier.othert09052en_US
dc.identifier.urihttp://hdl.handle.net/10057/2528
dc.descriptionThesis (M.Ed.) -- Wichita State University, College of Education, Dept. of Counseling, Educational, and School Psychologyen_US
dc.description.abstractEpistemological beliefs are personal beliefs about learning and knowledge. Epistemological beliefs have been found to have important implications for learning, for example epistemological beliefs have been found to predict academic achievement (Schommer, Calvert, Gargliette, & Bajaj, 1997), and may predict teaching practices (White 2001). This study examined the epistemological beliefs of 83 (M= 16, F = 67) practicing teachers, 62 of whom were enrolled in a graduate teacher education program. This study utilized the Epistemic Beliefs Inventory (EBI) (Schraw, Bendixen, & Dunkle, 2002) and the four-quadrant method (Schraw & Olafson, 2008) to measure participants' epistemological beliefs. Differences were found among educators based on education level, education program, gender, age, licensure type, and order in which participants received the instruments. The four-quadrant method was found to have small correlations with the EBI. Limitations and implications are discussed.en_US
dc.format.extentvii, 53 p.en_US
dc.format.extent260878 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.publisherWichita State Universityen_US
dc.titleEpistemological beliefs: differences among educatorsen_US
dc.typeThesisen_US


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