• Ashton, P. T., Olejnik, S, Crocker, L. & McAuliffe, M. (1982, April). Measurement problems in the study of teachers' sense of efficacy. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33, 1–25.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
• Bezzina, M., & Butcher, J. (Eds.). (1990). Teacher efficacy and classroom management beliefs. In The changing face of professional education. Collected papers of the Australian Association for Research in Education annual conference (pp. 91-98). North Ryde, NSW: Australian Association for Research in Education.
• Bleicher, R. E. & Lindgren, J. (2005). Success in science learning and preservice science teaching self-efficacy. Journal of Science Teacher Education, 16, 205–225.
• Brandon, D. P. (2000). Self-efficacy: Gender differences of prospective primary teachers in Botswana. Research in Education, No:64.
• Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4(1), 1-18.
• Celep, C. (2000). The Correlation of the factors: The prospective teachers’ sense of efficacy and beliefs and attitudes about students control. National Forum of Teacher Educational Administration and Supervision Journal, 17E (4).
• Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science & Mathematics, 90, 694–706.
• Fortman, C. K. & Pontius, R. (2000, October). Self efficacy during student teaching. Paper presented at the annual meeting of the Mid Western Educatioanal Research Association. Chicago, IL (ERIC Document Reproduction Service No. ED 447103).
• Gencer, A. S. & Çakıroğlu, J. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23 (5), 664–675.
• Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
• Ginns, I. S, Tulip, D.F, Watters, J. J, & Lucas, K. B.(1995). Changes in pre-service elementary teachers’ sense of efficacy in teaching science. School Science and Mathematics. 95, 394–400.
• Ginns, W. &Watters, J.(1999). Beginning elementary school teachers and the effective teaching of science. Journal of Science Teacher Education, 10(4), 287-313.
• Glickman, C.D. & Tamashiro, R.T. (1980). Clarifying teachers' beliefs about discipline. Educational Leadership, 37, 459- 464.
• Good, T. (1981). Teacher expectations and student perceptions: A decade of research. Educational Leadership, 38(5), 415-422.
• Henson, R. K. (2001). Relationships between preservice teachers’ selfefficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.
• Howes, E. V. (2002). Learning to teach science for all the elementary grades: What do preservice teachers bring. Journal of Research in Science Teaching, 39, 845–869.
• Hoy, A. W. (2000, April).Changes in teacher efficacy during the early years of teaching. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
• Johns, A., MacNaughton, R.H., Karabinus, N.G. (1989). School discipline guidebook: Theory into practice. Boston: Allyn & Bacon.
• Katrina, M. (2004). Lessons learned: Reflecting back on student teaching. Unpublished Master Thesis, Department of Middle and Secondary Education, The Florida State University College of Education. Retrieved October 16, 2006, from http://etd.lib.fsu.edu/theses/available/etd05052004-204003)
• Kiviet AM, Mji A. (2003). Sex differences in self-efficacy beliefs of elementary science teachers. Psychological Reports, 92(1), 333-8.
• Laut, J. (1999). Classroom management: Beliefs of pre-service teacher and classroom teachers concerning classroom management styles. Paper presented at the Fall Teachers Education Conference, Charleston, SC.
• Lin, H., & Gorrell, J. (2001). Exploratory analysis of preservice teacher ef.cacy in Taiwan. Teaching and Teacher Education, 17, 623–635.
• Lorna,L. G., Neelam, K. & Kyesha, B. (2002, April). Preservice teachers' knowledge of effective classroom management strategies: Shy or withdrawn students. Paper presented at the Annual Meeting of the Educational Research Association, New Orleans, LA, (Eric Document Reproduction Service No. ED 465748).
• Martin, N. K., & Baldwin, B. (1993). Validation of an inventory of classroom management style: Diffierences between novice and experienced teachers. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
• Martin, N. K., & Yin, Z. (1997). Attitudes and beliefs regarding classroom management style: Differences between male & female teachers. Paper presented at the annual meeting of the Soutwest Educational Research Association, 20th, Austin, TX, January (Eric Document Reproduction Service No. ED 404738)
• Martin, N. K., Yin, Z., & Baldwin, B. (1998). Construct validation of the attitudes and beliefs classroom control inventory. Journal of Classroom Interaction, 33 (2), 6- 15.
• Martin, N. K. & Shoho, A. R. (1999, April). Beliefs regarding classroom management style: differences between traditional and alternative certification teachers. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada (Eric Document Reproduction Service No. ED 432544)
• Mulholland, J., & Wallace, J. (2000). Beginning elementary science teaching: Entryways to different worlds. Research in Science Education, 30, 151– 171.
• Mulholland, J., Dorman, J. P. & Odgers, B. M. (2004). Assessment of Science Teaching Efficacy of Preservice Teachers in an Australian University. Journal of Science Teacher Education 15(4): 313–331.
• Pajares (2002). Overview of social cognitive theory and of self-efficacy. Retreived October 6, 2006, from http://www.emory.edu/EDUCATION/mfp/eff.html
• Pintrich, P. R. (1990). Implications of psychological research on student learning and college teaching for teacher education. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 826–857). New York: Macmillan.
• Plourde, L. A. (2002). The influence of student teaching on preservice elementary teachers' science self-efficacy and outcome expectancy beliefs. Journal of Instructional Psychology, 29(4),245-253.
• Riggs, I. M., and Enochs L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education. 74 (69), 625-637
• Riggs, I. M. (1991, April). Gender differences in elementary science teacher self-efficacy. Paper presented at the annual meeting of the American Educational Research Association, Chicago IL (ERIC document ED 340705).
• Ross, J. A. (1994). Beliefs that make a difference: The origins and impacts of teacher efficacy (Eric Document Reproduction Service No. ED 379 216).
• Savran, A. (2002). Pre-service science teachers’ efficacy beliefs regarding science teaching and their classroom management beliefs. Unpublished Master Thesis, Middle East Technical University, Ankara.
• Savran, A., & Cakiroglu, J. (2003). Difference between elementary and secondary pre-service science teachers' perceived efficacy beliefs and their classroom management beliefs. The Turkish Online Journal of Educational Technology, 2(4).
• Schoeneberger, M., & Russell, T. (1986). Elementary science as a little added frill: A report of two case studies. Science Education, 70, 519–538.
• Silvestri, L. (2003). The Effect of Attendance on Undergraduate Methods Course Grades. Education, 123 (3), 483-487. Retrieved December 23, 2006, from http://www.findarticles.com/p/articles/mi_qa3673/is_ 200304/ai_n9232366
• Smith, B. (2000). Emerging themes in problems experienced by student teachers: A framework for analysis. College Student Journal, 34(4), 633-641.
• Sokal, L, Smith, D. G. & Mowat, H. (2003). Alternative certification teachers' attitudes toward classroom management. High School Journal, 86 (3), 8-16.
• Soodak, L.C., & Podell, D. M. (1994). Teachers’ thinking about difficult-to-teach students. Journal of Educational Research, 88 (1), 44-51.
• Tekkaya, C., Çakıroğlu, J. & Özkan, Ö. (2002). Turkish preservice science teachers' understanding of science, self efficacy beliefs and attitudes toward science teaching. NARST 2002 (National Association for Research in Science Teaching), New Orleans, USA.
• Tosun, T. (2000). The impact of prior science course experience and achievement on the science teaching self-efficacy of preservice elementary teachers. Journal of Elementary Science Education, 12(2), 21-31.
• Tschannen-Moran, M., Hoy, A. W. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
• Wolfgang, C. (1995). Solving discipline problems: Strategies for classrooam teachers. Boston: Alyn & Bacon.
• Youseff, G. (2003). An Investigation into the influences of teachers’ classroom management beliefs and practices on classroom procedures. Paper presented at Association for Research in Education. Retrieved October 16, 2006, from www.aare.edu.au/03pap/you03353.pdf

APA

Yılmaz, H., & Çavaş, P. H. (2008). The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 45-54. https://doi.org/10.12973/ejmste/75305

Vancouver

Yılmaz H, Çavaş PH. The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs. EURASIA J Math Sci Tech Ed. 2008;4(1):45-54. https://doi.org/10.12973/ejmste/75305

AMA

Yılmaz H, Çavaş PH. The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs. EURASIA J Math Sci Tech Ed. 2008;4(1), 45-54. https://doi.org/10.12973/ejmste/75305

Chicago

Yılmaz, Hülya, and Pınar Huyugüzel Çavaş. "The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs". Eurasia Journal of Mathematics, Science and Technology Education 2008 4 no. 1 (2008): 45-54. https://doi.org/10.12973/ejmste/75305

Harvard

Yılmaz, H., and Çavaş, P. H. (2008). The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), pp. 45-54. https://doi.org/10.12973/ejmste/75305

MLA

Yılmaz, Hülya et al. "The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs". Eurasia Journal of Mathematics, Science and Technology Education, vol. 4, no. 1, 2008, pp. 45-54. https://doi.org/10.12973/ejmste/75305