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You searched for +publisher:"Montana State University" +contributor:("Chairperson, Graduate Committee: Lynn Kelting-Gibson."). Showing records 1 – 2 of 2 total matches.

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1. Nollmeyer, Gustave Evan. The integration of English language arts, science and other subjects : learning from elementary educators' knowledge and practice.

Degree: College of Education, Health & Human Development, 2013, Montana State University

A cursory review of the literature reveals that integration is a difficult practice to define, yet elementary teachers are quick to speak positively of integration and many claim to integrate in their practice. If there is a lack of consensus about what integration means, what then are these teachers doing when they say that they integrate? Surprisingly, few researchers have taken the time to explore the descriptions and practices of elementary educators. This study investigated five cases in an effort to establish how teachers view the domain of subject area integration. Qualitative data was collected through interviews with the participants and observations of the integrated lessons they taught. The data revealed a healthy mix of commonalities within and differences between the teachers' descriptions and practices. These similarities and differences revealed a model of integration that goes beyond the linear continuums common in the literature. The conclusions of this study propose a model of the domain that consists of four variables. These variables can be used to describe with great detail an individual practice of integration and allow educators and administrators an opportunity to consider and plan for growth in the practice of subject area integration. Advisors/Committee Members: Chairperson, Graduate Committee: Lynn Kelting-Gibson. (advisor).

Subjects/Keywords: Education, Elementary.; Science Study and teaching.; Education Curricula.; Interdisciplinary approach in education.; Language arts.

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

APA (6th Edition):

Nollmeyer, G. E. (2013). The integration of English language arts, science and other subjects : learning from elementary educators' knowledge and practice. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2688

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nollmeyer, Gustave Evan. “The integration of English language arts, science and other subjects : learning from elementary educators' knowledge and practice.” 2013. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2688.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nollmeyer, Gustave Evan. “The integration of English language arts, science and other subjects : learning from elementary educators' knowledge and practice.” 2013. Web. 23 Apr 2019.

Vancouver:

Nollmeyer GE. The integration of English language arts, science and other subjects : learning from elementary educators' knowledge and practice. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2688.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nollmeyer GE. The integration of English language arts, science and other subjects : learning from elementary educators' knowledge and practice. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2688

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

2. Audet, Kimberly Kate. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.

Degree: College of Education, Health & Human Development, 2014, Montana State University

Education is a dynamic process that requires effective teachers who design instruction that personalizes learning for each student. The complexities of effective teaching are described in Danielson's Framework for Teaching (FFT) (2007). The description of the responsibilities of teachers to impact student achievement can often be found in performance expectations of P-12 teachers (Danielson, 2007). Teacher education programs must develop teachers who are ready and able to take on the responsibilities expected in twenty-first-century classrooms to make an impact on student success. The focus of this research is on the validity and reliability of an instrument created to measure effective teacher efficacy of pre-service teachers. The research first examines the alignment of the FFT and InTASC (Interstate Teacher Assessment and Consortium) standards to better understand effective teaching in P-12 schools and pre-service teacher development. An instrument aligned to the FFT was created to measure the effective teacher efficacy of pre-service teachers. The focus of the research was to test the validity and reliability of the survey. The understandability and expert review analysis was conducted in the research. The survey was administered to 216 pre-service teachers. Principal component analysis was conducted on the data, and the factor model's internal consistency and reliability was strong. Seven components emerged in the factor structure. The coefficient alpha for all seven factors was high (Classroom Environment, Professional Responsibilities, Student-Centered Assessments, Critical Thinking, Unanticipated Changes in Plans, Student-Centered Planning, and Connections in Planning). The factors of Classroom Environment and Professional Responsibilities aligned to the FFT. The other five factors that emerged focused on various elements of planning, preparation, and instruction. This research recommends using the instrument that was developed to inform pre-service teacher development as a reflective tool for pre-service teachers and as a way to improve teaching and learning in teacher education programs. Advisors/Committee Members: Chairperson, Graduate Committee: Lynn Kelting-Gibson. (advisor).

Subjects/Keywords: Student teachers Attitudes.; Surveys.; Teachers Rating of.

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

APA (6th Edition):

Audet, K. K. (2014). Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8769

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Audet, Kimberly Kate. “Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.” 2014. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/8769.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Audet, Kimberly Kate. “Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey.” 2014. Web. 23 Apr 2019.

Vancouver:

Audet KK. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8769.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Audet KK. Assessing pre-service teacher beliefs : development of the effective teacher efficacy survey. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8769

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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