Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis

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  • 1 University of Texas at Austin
  • 2 University of Georgia

wrote a widely cited article describing the belief structures of prospective teachers and argued that the structures can aid in describing how beliefs change and the influence of authority on the individual. We investigate the impact of this manuscript on the field. To do this, we conducted a literature review (n = 59) of journal articles and proceedings published since 1998 covering the same population and goals of Cooney, Shealy, and Arvold (changing prospective teachers’ beliefs) and then conducted an analysis of 101 journal articles citing to see why the authors cited the piece. We conclude that the impact of Cooney, Shealy, and Arvold’s article differs from that of their results and suggest that belief structures should be more carefully investigated by the field.

Footnotes

We want to thank Denise Spangler, the editors, and the reviewers for their thorough feedback on earlier versions of this article. This article is based on work supported by the National Science Foundation under Grant 1149436. Opinions, findings, and conclusions in this article are those of the authors and do not necessarily reflect the views of the funding agency.

Contributor Notes

Carlos Nicolas Gomez, Department of Curriculum & Instruction, University of Texas at Austin, 1912 Speedway, Austin, TX, 78712; cngomez00@gmail.com

AnnaMarie Conner, Department of Mathematics and Science Education, University of Georgia, 105 Aderhold Hall, Athens, GA 30602; aconner@uga.edu

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