Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorGardner, John-
dc.contributor.authorGalanouli, Despina-
dc.contributor.editorWyse, D-
dc.contributor.editorHayward, L-
dc.contributor.editorPandya, J-
dc.description.abstractFirst paragraph: Interest in teachers’ beliefs, and their influence on classroom behaviour and practice, has long been a concern of educationalists. For example, as far back as 1953, Oliver (1953/54) was demonstrating a very low correlation (0.31) between the ‘professed beliefs’ of the 119 elementary teachers in his study and their observed practices in the classroom. Arguably, however, the most important contributions in teachers’ beliefs research began to appear in the mid-1980s. The most notable of these (for example, Bandura, 1986; Clark and Peterson, 1986; Nespor, 1987; Pajares, 1992) set the scene by arguing from both theoretical and empirical bases that belief systems are major forces that can promote or hinder the success of any change situation. Such approaches attempt with various degrees of success to develop theory that can generalize across individuals, groups of individuals (for example, pre- and in-service teachers) and multiple contexts. The theory-behind-the-theories is that they might reasonably be expected to inform planning for the success of new or alternative approaches to classroom practice. As Nespor (1987) put it: ‘the contexts and environments within which teachers work, and many of the problems they encounter, are ill-defined and deeply entangled…beliefs are peculiarly suited for making sense of such contexts’ (1987: 324).en_UK
dc.relationGardner J & Galanouli D (2016) Teachers' Perceptions of Assessment. In: Wyse D, Hayward L, Pandya J (ed.). Sage Handbook of Curriculum, Pedagogy and Assessment, London: SAGE, pp. 710-724.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.titleTeachers' Perceptions of Assessmenten_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.type.statusBook Chapter: publisher version-
dc.citation.btitleSage Handbook of Curriculum, Pedagogy and Assessment-
dc.contributor.affiliationFaculty of Social Sciences-
dc.contributor.affiliationQueen's University Belfast-
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections

Files in This Item:
File Description SizeFormat 
Sage Proof of Teachers perceptions of assessment.pdf598.2 kBAdobe PDFUnder Permanent Embargo    Request a copy

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.