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You searched for +publisher:"Georgia State University" +contributor:("Dr. Bridget Dever"). Showing records 1 – 2 of 2 total matches.

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1. Orton, Judy. Ecology-Centered Experiences Among Children and Adolescents: A Qualitative and Quantitative Analysis.

Degree: PhD, Educational Psychology and Special Education, 2013, Georgia State University

The present research involved two studies that considered ecology-centered experiences (i.e., experiences with living things) as a factor in children’s environmental attitudes and behaviors and adolescents’ ecological understanding. The first study (Study 1) examined how a community garden provides children in an urban setting the opportunity to learn about ecology through ecology-centered experiences. To do this, I carried out a yearlong ethnographic study at an urban community garden located in a large city in the Southeastern United States. Through participant observations and informal interviews of community garden staff and participants, I found children had opportunities to learn about ecology through ecology-centered experiences (e.g., interaction with animals) along with other experiences (e.g., playing games, reading books). In light of previous research that shows urban children have diminished ecological thought—a pattern of thought that privileges the relationship between living things—because of their lack of ecology-centered experiences (Coley, 2012), the present study may have implications for urban children to learn about ecology. As an extension of Study 1, I carried out a second study (Study 2) to investigate how ecology-centered experiences contribute to adolescents’ environmental attitudes and behaviors in light of other contextual factors, namely environmental responsibility support, ecological thought, age and gender. Study 2 addressed three research questions. First, does ecological thought—a pattern of thought that privileges the relationship between living things—predict environmental attitudes and behaviors (EAB)? Results showed ecological thought did not predict EAB, an important finding considering the latent assumptions of previous research about the relationship between these two factors (e.g., Brugger, Kaiser, & Roczen, 2011). Second, do two types of contextual support, ecology-centered experiences (i.e., experiences with living things) and environmental responsibility support (i.e., support through the availability of environmentally responsible models) predict EAB? As predicted, results showed that ecology-centered experiences predicted EAB; yet, when environmental responsibility support was taken into consideration, ecology-centered experiences no longer predicted EAB. These findings suggested environmental responsibility support was a stronger predictor than ecology-centered experiences. Finally, do age and gender predict EAB? Consistent with previous research (e.g., Alp, Ertepiner, Tekkaya, & Yilmaz, 2006), age and gender significantly predicted EAB. Advisors/Committee Members: Dr. Maggie Renken, Dr. Ann Cale Kruger, Dr. Jennifer Patico, Dr. Bridget Dever.

Subjects/Keywords: Environmental Education; Ecological Reasoning; Children; Adolescents

…College of Education Georgia State University Atlanta, GA 2013 Copyright by Judy Orton 2013… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Orton, J. (2013). Ecology-Centered Experiences Among Children and Adolescents: A Qualitative and Quantitative Analysis. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/88

Chicago Manual of Style (16th Edition):

Orton, Judy. “Ecology-Centered Experiences Among Children and Adolescents: A Qualitative and Quantitative Analysis.” 2013. Doctoral Dissertation, Georgia State University. Accessed October 13, 2019. https://scholarworks.gsu.edu/epse_diss/88.

MLA Handbook (7th Edition):

Orton, Judy. “Ecology-Centered Experiences Among Children and Adolescents: A Qualitative and Quantitative Analysis.” 2013. Web. 13 Oct 2019.

Vancouver:

Orton J. Ecology-Centered Experiences Among Children and Adolescents: A Qualitative and Quantitative Analysis. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2019 Oct 13]. Available from: https://scholarworks.gsu.edu/epse_diss/88.

Council of Science Editors:

Orton J. Ecology-Centered Experiences Among Children and Adolescents: A Qualitative and Quantitative Analysis. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/epse_diss/88

2. Parker, Patrice. An Examination of the Impact of Pedagogical Preparation, Teaching Experience and Future Career Plans on Mathematics Graduate Teaching Assistants' Efficacy.

Degree: PhD, Middle and Secondary Education, 2014, Georgia State University

The urgency of improving teaching and learning in undergraduate mathematics education is deepening and graduate teaching assistants (GTAs) are becoming increasingly responsible for taking on this task. However, differences in GTAs training, GTAs actual teaching experience, and the goals and aspirations these students set for themselves, makes it difficult to assess the GTAs efficacy and ultimately their effectiveness in the undergraduate classroom. Using Denham and Michael (1981) Teacher Sense of Efficacy Model as a framework, the aims of this study were (a) to examine the impact pedagogical preparation, teaching experience and future career plans (FCP) have on teacher efficacy (TE) and (b) to determine whether pedagogical preparation, teaching experience and FCP together are significant predictors of TE. This correlational study used an ex post facto design in order to evaluate variables such as pedagogical preparation, teaching experience, and future career plans. Data was collected regarding the demographics and teaching beliefs of each voluntary GTA from the participating mathematics departments classified by Carnegie as research universities-extensive. In this correlational study, Pearson’s Product Moment Correlation (Pearson’s correlation) was used to examine the relationship between pedagogical preparation, teaching experience and future career plans with TE. A test of multiple regressions was also conducted to determine the significant predictors of teacher efficacy. Positive relationships were found between pedagogical preparation, k-12 teaching experience, future career plans and TE. K-12 teaching experience and future career plans were also found to be significant predictors of TE. Advisors/Committee Members: Dr. Christine Thomas, Dr. Draga Vidakovic, Dr. Bridget Dever, Dr. Stephanie Cross, Dr. Mary Shoffner.

Subjects/Keywords: Teacher Efficacy; Pedagogical Preparation; Teaching Experience; Future Career Plans; Graduate Teaching Assistants; Undergraduate Mathematics Education

…of Education Georgia State University Atlanta, GA 2014 Copyright by Patrice L. Parker… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Parker, P. (2014). An Examination of the Impact of Pedagogical Preparation, Teaching Experience and Future Career Plans on Mathematics Graduate Teaching Assistants' Efficacy. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/133

Chicago Manual of Style (16th Edition):

Parker, Patrice. “An Examination of the Impact of Pedagogical Preparation, Teaching Experience and Future Career Plans on Mathematics Graduate Teaching Assistants' Efficacy.” 2014. Doctoral Dissertation, Georgia State University. Accessed October 13, 2019. https://scholarworks.gsu.edu/msit_diss/133.

MLA Handbook (7th Edition):

Parker, Patrice. “An Examination of the Impact of Pedagogical Preparation, Teaching Experience and Future Career Plans on Mathematics Graduate Teaching Assistants' Efficacy.” 2014. Web. 13 Oct 2019.

Vancouver:

Parker P. An Examination of the Impact of Pedagogical Preparation, Teaching Experience and Future Career Plans on Mathematics Graduate Teaching Assistants' Efficacy. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2019 Oct 13]. Available from: https://scholarworks.gsu.edu/msit_diss/133.

Council of Science Editors:

Parker P. An Examination of the Impact of Pedagogical Preparation, Teaching Experience and Future Career Plans on Mathematics Graduate Teaching Assistants' Efficacy. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/msit_diss/133

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