ABSTRACT
Teachers’ beliefs serve as cognitive fi lters that screen their experiences and thus shape their thoughts and actions. Beliefs about students, teaching, and learning drive teachers’ planning and their moment-to-moment decisions about class management, teaching strategies, relationships with students, and assessment (Calderhead, 1996; Gregoire, Ashton, & Algina, 2004; Pajares, 1993, 1996; Woolfolk Hoy, Davis, & Pape, 2006; Woolfolk Hoy & Weinstein, 2006).
