An Extension Analysis on the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers.

The purpose of this study was to develop, validate, and establish the reliability of an instrument to assess the self--efficacy beliefs of prospective elementary teachers with regard to science teaching and learning for diverse learners. The study builds upon the work of Ashton, Webb, and Bandura. The Self-Efficacy Beliefs about Equitable Science Teaching (SEBEST) instrument is modeled after the Science Teaching Efficacy Belief Instrument (STEBI) and the Science Teaching Efficacy Belief Instrument for Prospective Teachers (STEBI-B). Based on the standardized development procedures used and the associated evidence, the SEBEST appears to be a content and construct valid instrument with high internal reliability qualities for use with prospective elementary teachers to assess personal self-efficacy beliefs for teaching and learning science for diverse learners. (KHR) Reproductions supplied by EDRS are the best that can be made from the original document. 00 rn While the 1997 TIMSS data for grade four suggests that we are moving toward being "first in the world in mathematics and science achievement by the year 2000," these data do not AN EXTENSION ANALYSIS ON THE SELF-EFFICACY BELIEFS ABOUT EQUITABLE SCIENCE TEACHING AND LEARNING INSTRUMENT FOR PROSPECTIVE ELEMENTARY TEACHERS Jennifer M. Ritter, Millersville University William J. Boone, Indiana University Peter A. Rubba, The Pennsylvania State University indicate whether all groups of elementary students performed equally well. By contrast, the most recent National Assessment of Educational Progress (NAEP, 1996) results for 9-year-olds (fourth grade) show differences in science proficiency by race, ethnicity and gender. NAEP found that for the 9 year-old group, males out performed females, and White, non -Hispanic children scored higher than Black and non-Hispanic children with Hispanic children scoring the lowest. The NAEP results also show that 13 year-old males did better then females, that White non-Hispanic children scored higher than Hispanic children and that Black children scored the