+publisher:"Texas A&M University" +contributor:("Loving, Cathleen")

Texas A&M University

1. Perkins, Abigail Christine. Earthquake: Game-Based Learning for 21st Century STEM Education.

Degree: 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/157955

► To play is to learn. A lack of empirical research within game-based learning literature, however, has hindered educational stakeholders to make informed decisions about game-based… (more)

▼ To play is to learn. A lack of empirical research within game-based learning literature, however, has hindered educational stakeholders to make informed decisions about game-based learning for 21st century STEM education. In this study, I modified a research and development (R&D) process to create a collaborative-competitive educational board game illuminating elements of earthquake engineering. I oriented instruction- and game-design principles around 21st century science education to adapt the R&D process to develop the educational game, Earthquake. As part of the R&D, I evaluated Earthquake for empirical evidence to support the claim that game-play results in student gains in critical thinking, scientific argumentation, metacognitive abilities, and earthquake engineering content knowledge. I developed Earthquake with the aid of eight focus groups with varying levels of expertise in science education research, teaching, administration, and game-design. After developing a functional prototype, I pilot-tested Earthquake with teacher-participants (n=14) who engaged in semi-structured interviews after their game-play. I analyzed teacher interviews with constant comparison methodology. I used teachers? comments and feedback from content knowledge experts to integrate game modifications, implementing results to improve Earthquake. I added player roles, simplified phrasing on cards, and produced an introductory video. I then administered the modified Earthquake game to two groups of high school student-participants (n = 6), who played twice. To seek evidence documenting support for my knowledge claim, I analyzed videotapes of students? game-play using a game-based learning checklist. My assessment of learning gains revealed increases in all categories of students? performance: critical thinking, metacognition, scientific argumentation, and earthquake engineering content knowledge acquisition. Players in both student-groups improved mostly in critical thinking, having doubled the number of exhibited instances of critical thinking between games. Players in the first group exhibited about a third more instances of metacognition between games, while players in the second group doubled such instances. Between games, players in both groups more than doubled the number of exhibited instances of using earthquake engineering content knowledge. The student-players expanded use of scientific argumentation for all game-based learning checklist categories. With empirical evidence, I conclude play and learning can connect for successful 21st century STEM education. Advisors/Committee Members: Stuessy, Carol L (advisor), Fry, Gary (committee member), Goldsby, Dianne (committee member), Loving, Cathleen (committee member).

Subjects/Keywords: game-based learning; play theory; game research and development; science education; STEM education; instruction design; game design

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APA (6^th Edition):

Perkins, A. C. (2016). Earthquake: Game-Based Learning for 21st Century STEM Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157955

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

Chicago Manual of Style (16^th Edition):

Perkins, Abigail Christine. “Earthquake: Game-Based Learning for 21st Century STEM Education.” 2016. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/157955.

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

MLA Handbook (7^th Edition):

Perkins, Abigail Christine. “Earthquake: Game-Based Learning for 21st Century STEM Education.” 2016. Web. 21 Feb 2019.

Vancouver:

Perkins AC. Earthquake: Game-Based Learning for 21st Century STEM Education. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/157955.

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

Council of Science Editors:

Perkins AC. Earthquake: Game-Based Learning for 21st Century STEM Education. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157955

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

Texas A&M University

2. Wagner, Susan Allison. A narrative investigation of adult latina's life experience of physical activity adherence.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2710

► The purpose of this study was to explore the lifelong physical activity (PA) stories of Latinas to determine motives that contribute to exercise adherence behaviors.… (more)

▼ The purpose of this study was to explore the lifelong physical activity (PA) stories of Latinas to determine motives that contribute to exercise adherence behaviors. Using an interview process, life histories were collected from six self-identified PA adherents of Hispanic descent. Three narrative analysis techniques were used to analyze the interviews and the transcript of a follow-up focus group meeting. In the first technique, the Holistic-Content perspective and Labovian transcription were used to identify major themes common in the interviews. Adherence themes that emerged were: 1) culture and family, 2) being pushed, 3) health, 4) role models, and 5) competence. A review of these themes resulted in several suggestions for teaching practitioners: 1) including enjoyment as a criteria for planning activities, 2) focusing on positive reinforcement from teachers and families, 3) providing early opportunities for success, and 4) interacting with strong female role models. A second analysis technique, Lakoff and Johnson's linguistic studies using metaphor to understand one idea in terms of another, yielded the concept of love as health. Study participants frequently used the terms love and addiction in connection with PA. Participants suggested the following as characteristics of healthy love relationships: loyalty, community, positive results, and variety. The term addiction, while not specifically a metaphor, emerged during this process as a powerful exercise adherence motivator. Euphoria and "not feeling right unless I exercise" were cited as primary reasons for adherence behavior. The third technique used was Borman's Symbolic Convergence Theory in which a rhetorical community is formed around a fantasy theme. The theme "perfect body" was identified in the stories as common to four of the participants. Via the media and pop culture, the rhetorical community communicates that a "perfect body" can be achieved with PA and diet. The oppressive gendered message here is that a woman's worth is largely determined by the look of her body, and having the perfect body is the way to success. Facilitating the shift from solely external motivators to a more balanced internal/external set of motivators and from solely negative motivators to positive reasons for exercise adherence is the recommended goal for teaching practitioners. Advisors/Committee Members: Young-Hawkins, LaVerne (advisor), Eddy, James (committee member), Knight, Stephanie (committee member), Loving, Cathleen (committee member).

Subjects/Keywords: Narrative; Latina; Physical Activity; Adherence

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APA (6^th Edition):

Wagner, S. A. (2009). A narrative investigation of adult latina's life experience of physical activity adherence. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2710

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

Chicago Manual of Style (16^th Edition):

Wagner, Susan Allison. “A narrative investigation of adult latina's life experience of physical activity adherence.” 2009. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2710.

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

MLA Handbook (7^th Edition):

Wagner, Susan Allison. “A narrative investigation of adult latina's life experience of physical activity adherence.” 2009. Web. 21 Feb 2019.

Vancouver:

Wagner SA. A narrative investigation of adult latina's life experience of physical activity adherence. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2710.

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

Council of Science Editors:

Wagner SA. A narrative investigation of adult latina's life experience of physical activity adherence. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2710

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

Texas A&M University

3. Seifert, Kathryn A. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

► This mixed methods dissertation explores the impact of metacognitive support (reflective journal entries and a think-aloud exercise) in a PBL (problem-based learning) unit. While students… (more)

▼ This mixed methods dissertation explores the impact of metacognitive support (reflective journal entries and a think-aloud exercise) in a PBL (problem-based learning) unit. While students are developing a solution for a PBL unit they may become occupied solely in solving the problem or task and not take time to fully consider what and how they have learned. This study examined how a metacognitive reflective component in a problem-based learning curriculum aids the learning process. The problem explored in this dissertation is that though problem-based learning may engage students, it is not known to what extent reflection adds to learners? development and application of critical thinking skills such as problem solving. The participant observer taught a problem-based learning unit concurrently with a poetry unit in three secondary senior-level English/language arts classrooms over a six weeks period. Four data sources were analyzed quantitatively: a pre-test and post-test on poetry terms, students? essay scores, and a survey. To determine differences between groups ANCOVA (Analysis of Covariance) was used to analyze the results of the poetry terms pre-test and post-test of the two experimental groups and the control group. MANCOVA (Multivariate Analysis of Covariance) was used to compare the results of the two experimental groups and the control group on the criteria of the essay. MANCOVA was also conducted to compare survey results between the experimental groups and the control group. The ANCOVA and MANCOVA tests used SPSS software. Additionally, qualitative analysis used a constant comparison method to analyze students? journal entries and a think-aloud exercise to provide insights concerning the research questions. The overall findings of this study fail to lend support for the intervention that was examined. The quantitative analysis results were not statistically significant between the two experimental groups and the control group. While the qualitative data sources provided some insights regarding how students learn, the data did not indicate that this type of metacognitive support greatly impacted student learning over the course of this study. Advisors/Committee Members: Loving, Cathleen (advisor), Pedersen, Susan (advisor), Eslami, Zohreh (committee member), Sadoski, Mark (committee member).

Subjects/Keywords: Problem-Based Learning; Metacognition; Reflection

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APA (6^th Edition):

Seifert, K. A. (2010). The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

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

Chicago Manual of Style (16^th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

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

MLA Handbook (7^th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Web. 21 Feb 2019.

Vancouver:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

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

Council of Science Editors:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

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

Texas A&M University

4. Hollas, Victoria. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418

► In many critical subject areas our schools are facing a need for teachers, particularly in the "high-need" areas of mathematics, science, and bilingual education. Educators… (more)

▼ In many critical subject areas our schools are facing a need for teachers, particularly in the "high-need" areas of mathematics, science, and bilingual education. Educators and researchers alike have identified teacher turnover as a major contributor to the challenge of finding and keeping highly-qualified teachers in American classrooms. The purpose of the three studies in this dissertation was to investigate the potential role of working conditions in explaining the turnover rates of high school science teachers. I used data collected by the Policy Research Initiative in Science Education (PRISE) Research Group during the 2007-2008 and 2008-2009 academic years, from their random, stratified sample of 50 Texas high schools and their 385 science teachers. The first study focuses on the development of a rubric assessing individual science teachers' working conditions, which involved the examination of multiple data sources, including school master schedules and AEIS reports to determine the working conditions of 385 science teachers. Analyses from this study suggested that (a) science teachers from small schools experience tougher working conditions than science teachers from both medium and large schools; (b) veteran science teachers experience tougher working conditions than both induction and mid-career teachers; and (c) science teachers from lower minority schools experience tougher working conditions than science teachers from schools with higher MSEPs. The second study focuses on the relationship between high school science teachers? working conditions and their levels of job satisfaction. Findings included that (1) science teachers from small schools experienced tougher working conditions, even though they were more satisfied with their jobs; (2) veteran science teachers experienced tougher working conditions and were more satisfied with their jobs; and (3) science teachers from lower minority schools experienced tougher working conditions and were more satisfied with their jobs. The final study focuses on the relationship between high school science teachers' school size, MSEP, teacher type, working condition scores, job satisfaction scores, and retention status. Results of independent samples T-test revealed no significant difference in working condition scores for "stayers" versus "non-stayers." Pearson's correlation revealed school size and the experience level of the science teacher as significant predictors of working condition and job satisfaction scores. Results of the discriminant analysis revealed (a) working condition scores and job satisfaction scores as not significantly predicting science teacher retention; and (b) teacher type (beginning, mid-career, and veteran) as the only significant predictor of teacher retention. Advisors/Committee Members: Stuessy, Carol L. (advisor), Loving, Cathleen (committee member), Scott, Timothy (committee member), Yalvac, Bugrahan (committee member).

Subjects/Keywords: working conditions; teacher retention; job satisfaction; education; science education

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

APA (6^th Edition):

Hollas, V. (2012). Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418

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

Chicago Manual of Style (16^th Edition):

Hollas, Victoria. “Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418.

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

MLA Handbook (7^th Edition):

Hollas, Victoria. “Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.” 2012. Web. 21 Feb 2019.

Vancouver:

Hollas V. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418.

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

Council of Science Editors:

Hollas V. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418

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

Texas A&M University

5. Logan, Bethany. Comparing Reading Interventions for Language Arts Students.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153305

► The focus of this research examined reading interventions for 6th grade language arts students. As the demands of state mandated testing increase, so too has… (more)

Subjects/Keywords: Computer-Based; Teacher-Directed; Intervention

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

APA (6^th Edition):

Logan, B. (2014). Comparing Reading Interventions for Language Arts Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153305

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

Chicago Manual of Style (16^th Edition):

Logan, Bethany. “Comparing Reading Interventions for Language Arts Students.” 2014. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/153305.

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

MLA Handbook (7^th Edition):

Logan, Bethany. “Comparing Reading Interventions for Language Arts Students.” 2014. Web. 21 Feb 2019.

Vancouver:

Logan B. Comparing Reading Interventions for Language Arts Students. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/153305.

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

Council of Science Editors:

Logan B. Comparing Reading Interventions for Language Arts Students. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153305

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

Texas A&M University

6. Alpaslan, Muhammet Mustafa. Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153475

► In my dissertation, I have examined the relations between students? personal epistemologies and self-regulated learning. I have conducted three independent studies for my three-article dissertation.… (more)

▼ In my dissertation, I have examined the relations between students? personal epistemologies and self-regulated learning. I have conducted three independent studies for my three-article dissertation. The first study is a meta?analytic research of the relations between personal epistemology and self-regulated learning. I analyzed 40 published articles in the literature and computed an overall effect size for the reported relations between personal epistemology and self-regulated learning. I also examined the roles of the moderator factors (i.e., culture, age, sex, and subject area) on those relations. The meta-analysis revealed a small but statistically significant mean effect size (r=.24 under fixed effects model, and r=.22 under random effects model). The moderator analyses revealed that although students? grade level did not statistically significantly predict the relations under fixed- and random-effects models, the effects of culture, sex, and subject area on the relations were statistically significant. For my second study, I collected quantitative data at a high school in Turkey to explore the relations between the students? personal epistemologies and self-regulated learning. Two-hundred-nine high school students at the school in Turkey participated in the study. Results from the structural equation modeling (SEM) showed that students? personal epistemologies predict both their motivation and meta-cognitive strategies to learn physics. For my third study, I employed a case study in order to explore high school students? personal epistemologies in school science practice in a STEM charter school located in South Central United States. For this study, I observed nine students in a physics class and conducted individual and group interviews with them over six weeks. I audio recorded students? conversations in class. Results showed that the students hold na?ve beliefs about the nature of scientific knowledge and knowing. The students viewed scientific theories as ideas or thoughts that needed to be tested. In their view, a school science experiment had either a correct or an incorrect answer. The three studies I conducted and report in this document help us better comprehend how personal epistemology is related to self-regulated learning and to design instruction to help students? understand the nature of scientific knowledge. Advisors/Committee Members: Yalvac, Bugrahan (advisor), Loving, Cathleen C (advisor), Stuessy, Carol (committee member), Willson, Victor (committee member).

Subjects/Keywords: Personal epistemology; self-regulated learning; meta-analysis; physics education

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

APA (6^th Edition):

Alpaslan, M. M. (2014). Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153475

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

Chicago Manual of Style (16^th Edition):

Alpaslan, Muhammet Mustafa. “Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning.” 2014. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/153475.

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

MLA Handbook (7^th Edition):

Alpaslan, Muhammet Mustafa. “Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning.” 2014. Web. 21 Feb 2019.

Vancouver:

Alpaslan MM. Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/153475.

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

Council of Science Editors:

Alpaslan MM. Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153475

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

Texas A&M University

7. Venegas, Annette Mich?le. Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153892

► An extensive academic vocabulary in science is a critical component required for students' abilities to construct their own conceptual understandings about how things work in… (more)

▼ An extensive academic vocabulary in science is a critical component required for students' abilities to construct their own conceptual understandings about how things work in the natural and designed worlds. While science curriculum reformers use hands-on, minds-on scientific investigations to form the heart of science learning for young children, the acquisition of science vocabulary is also an essential part of the process of science learning. Words allow students to communicate their ideas to others and "make sense" of the world. Words are the representations of experiences and ideas about students' experiences within the world. Despite the importance of vocabulary acquisition, little research has been done on methods for teaching primary students academic science vocabulary. The purpose of this study was to explore how professional development alters primary grade teachers' abilities to incorporate vocabulary instruction during science lessons. The solution explored in this record of study was to develop and assess the effectiveness of a self-designed model for professional learning preparing teachers in primary grades to teach academic science vocabulary. This model included four and a half hours of professional learning, a pre- and post- vocabulary questionnaire, four classroom observations including instructional support and coaching, post-observation conversations, one interview per participant, and one group discussion. The study took place over a four-month period. Participants included three kindergarten teachers and three second-grade teachers, and took place in a rural public primary school near San Antonio, Texas. The researcher used a mixed methods approach to investigate teachers' subsequent use of vocabulary instruction methods in their own classes while teaching science. Quantitative data were collected from teachers' responses to the Science Vocabulary Questionnaire (SVQ). Additionally, the rating scale on the Science Classroom Observation Worksheet (SCOW) was used to generate a scaled score. Qualitative data included teachers' open-ended responses from the SVQ, observational notes entered on the Rationale for Rating section on the SCOW, teachers' responses to post-observation interview questions, and teachers' responses during the informal group discussion. Analyses of the data revealed five out of six teachers implemented suggested methods of teaching academic science vocabulary during their science lessons. Furthermore, four of the six teachers consistently improved their practices of teaching vocabulary instruction after each individual professional development sessions. In the teachers? final remarks regarding their professional development experiences, five out of six teachers stated they believed the individualized model of professional support was more effective than whole group professional development. Results from this exploratory study provide preliminary evidence associating the professional development model the researcher developed with teachers' improved used of vocabulary… Advisors/Committee Members: Stuessy, Carol (advisor), Goldsby, Diane (advisor), Loving, Cathleen (committee member), Scott, Timothy (committee member).

Subjects/Keywords: vocabulary instruction; primary grades; science

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

APA (6^th Edition):

Venegas, A. M. (2014). Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153892

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

Chicago Manual of Style (16^th Edition):

Venegas, Annette Mich?le. “Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction.” 2014. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/153892.

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

MLA Handbook (7^th Edition):

Venegas, Annette Mich?le. “Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction.” 2014. Web. 21 Feb 2019.

Vancouver:

Venegas AM. Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/153892.

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

Council of Science Editors:

Venegas AM. Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153892

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

Texas A&M University

8. Godwin, Amber Joyce. Exploring Reading and Mathematics Integration in Preschool-Aged Children.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155573

► The purpose of this dissertation was to add further support to the claim that concurrent reading and mathematics instruction with young children could not only… (more)

▼ The purpose of this dissertation was to add further support to the claim that concurrent reading and mathematics instruction with young children could not only prove to be symbiotic in nature but also could provide a potential for increased intellectual capital. The research for this dissertation was conducted in a three-study format. The first study was a meta-synthesis. This method of gathering information was chosen because it provided the researcher the opportunity to discover what previous research had already been conducted on the effects of using reading and mathematics instruction concurrently with young children. The results of this meta-synthesis indicated that although that type of symbiotic instruction is gathering research interest on an international level, the effects of such an instructional method in a domestic setting are still largely unknown due to a lack of studies on reading and mathematics concurrent instruction in the United States. This indicated that further research was needed. The second study began with the development of a reading and mathematics instructional four-part intervention. The four-part intervention was then introduced to a small group of parent volunteers whose children attended a private, suburban daycare center over a four-week period. After completing the four-part intervention series, parents provided overwhelmingly positive responses concerning the effects of the reading and mathematics intervention, citing an increase in their child(ren)?s expressive mathematics vocabulary as well as an increased awareness in how to incorporate both reading and mathematics into their home environments. The third study applied the same developed reading and mathematics concurrent intervention in two different daycare settings-one suburban and one urban-in order to determine if it was an effective instructional tool in early childhood classrooms. Although teacher participation was limited at both sites, the data gathered therein provided further evidence of the benefits of concurrent reading and mathematics instructional intervention on young children. Thus, this dissertation serves as a foundational record of the need for more studies involving the effects of reading and mathematics concurrent instruction. Furthermore, this dissertation provides limited positive effects of utilizing concurrent reading and mathematics instructional interventions with young children. Advisors/Committee Members: Capraro, Mary Margaret (advisor), Loving, Cathleen (committee member), Binks-Cantrell, Emily (committee member), Liew, Jeffrey (committee member).

Subjects/Keywords: Reading; mathematics; early childhood; family literacy programs; early childhood teacher programs

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APA (6^th Edition):

Godwin, A. J. (2015). Exploring Reading and Mathematics Integration in Preschool-Aged Children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155573

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

Chicago Manual of Style (16^th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/155573.

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

MLA Handbook (7^th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Web. 21 Feb 2019.

Vancouver:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/155573.

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

Council of Science Editors:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155573

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

Texas A&M University

9. Kim, Hye Jeong. Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2740

► In the study, young adolescents? hypothesis development in a computer-supported and problem-based learning environment was examined in terms of two empirical studies. The first study… (more)

Subjects/Keywords: hypothesis development; ill-structured problem

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APA (6^th Edition):

Kim, H. J. (2009). Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2740

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

Chicago Manual of Style (16^th Edition):

Kim, Hye Jeong. “Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment.” 2009. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2740.

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

MLA Handbook (7^th Edition):

Kim, Hye Jeong. “Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment.” 2009. Web. 21 Feb 2019.

Vancouver:

Kim HJ. Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2740.

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

Council of Science Editors:

Kim HJ. Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2740

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

Texas A&M University

10. Sullivan, Ann R. A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253

► Fluorous chemistry has seen a number of advances since its birth in the early 1990s. One of the most attractive characteristics of fluorous solvents is… (more)

▼ Fluorous chemistry has seen a number of advances since its birth in the early 1990s. One of the most attractive characteristics of fluorous solvents is their unique solubility properties depending on temperature. This phenomenon has led to the development of a wide range of catalysts that are modified with fluorous tags and are used in biphasic catalysis and easily recovered. Many fluorous phase transfer catalysts are confined to bringing small ions into fluorous media by using fluorous onium or crown ether vehicles. The most popular method to bring transition metal complexes into fluorous media is quite limited, usually resulting in ligand tuning and thus a change in reactivity at the metal center. This can be circumvented by pairing a cationic transition metal with a highly fluorous anion rendering the neutral species highly fluorophilic. To achieve this goal, we chose to use fluorous BArf?, [B(3,5-C?H?(Rf?)?)?]?, as the mode of transport and pair it with classic Werner-type complexes that recently have been shown act as organocatalysts in enantioselective Michael additions. The literature synthesis of Na[B(3,5-C?H?(Rf?)?)?] (3) was improved and through salt metathesis two new fluorophilic salts were made. The Werner-type trication [Co(en)?]?? was solubilized in PFMC (perfluoromethylcyclohexane) to generate [Co(en)?][B(3,5-C?H?(Rf?)?)?]? (4). This fluorophilic salt was found to be preferentially soluble in fluorous media with a partition coefficient in PFMC/H?O of 99.0:1.0 and in PFMC/CH?C?H? of >99.3:<0.7. Another Werner-type trication, [Co(R,R-chxn)?]??, was also paired with [B(3,5-C?H?(Rf?)?)?]? to afford [Co(R,R-chxn)?][B(3,5-C?H?(Rf?)?)?]? (5), whose partition coefficients in PFMC/H?O and PFMC/CH?C?H? were the same as 4. Within the scope of Werner-type complexes, this work constitutes a significant stride toward developing a series of compounds that bring the concept of organocatalysis into fluorous media. The new compounds 3-5 show high preferences for the fluorous phase and provide a baseline for future Werner-type salt metathesis with fluorous BArf?. Advisors/Committee Members: Gladysz, John A. (advisor), Bergbreiter, David E. (committee member), Darensbourg, Marcetta Y. (committee member), Loving, Cathleen (committee member).

Subjects/Keywords: Fluorous chemistry; Werner complexes

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

APA (6^th Edition):

Sullivan, A. R. (2012). A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253

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

Chicago Manual of Style (16^th Edition):

Sullivan, Ann R. “A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253.

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

MLA Handbook (7^th Edition):

Sullivan, Ann R. “A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media.” 2012. Web. 21 Feb 2019.

Vancouver:

Sullivan AR. A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253.

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

Council of Science Editors:

Sullivan AR. A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253

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

Texas A&M University

11. Ayar, Mehmet. Ethnographic Studies of School Science and Science Communities.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149

► In this dissertation I used the anthropological and sociocultural perspectives to examine the culture of school science and science communities. I conducted three independent studies.… (more)

▼ In this dissertation I used the anthropological and sociocultural perspectives to examine the culture of school science and science communities. I conducted three independent studies. The first study is a meta-ethnography of three well-known case studies published in the literature. I analyzed these studies in order to identify the distinct characteristics of scientific communities and portray a picture of how science is practiced. The meta-ethnographic analysis reveals aspects of scientific practice that are insightful for the science educators and curriculum developers because these aspects are often neglected in school science even though they explain how science is done and accomplished in science communities. In the second study, I conducted an ethnographic research to explore the distinct characteristics of a scientific-engineering community. How the community members worked in collaboration as they conducted their research, how they negotiated and mutually agreed upon as they interacted and communicated with one and another and what they have learned through the process of these interactions were the units of the analyses. Findings reveal that the lead scientists' different working styles in the research center orchestrated learning and research. Ongoing communication and interdisciplinarity initiated collaborative partnerships with other communities and allowed the research groups to generate a shared repertoire to pursue the novelty in the process of knowledge generation. Mentorship was a catalyst for enculturation process, and it was on the trajectory of becoming an engineering university faculty. In the third study, I observed a science classroom over a period of time to explore the socio-cultural aspects of learning. I examined the social practices and the participants' interactions that establish and maintain participation, community, and meaning. In my analysis I investigated the extent to which students' participation and interaction formed a community of practice and fostered learning science. The three studies highlight the distinct characteristics of school science communities and science communities that are of importance for the efforts to better design learning environments. Translating the everyday activities of scientists and engineering researchers into school science communities can help enhance students' science learning experiences and cultivate a more informed understanding of science and engineering. Advisors/Committee Members: Loving, Cathleen C. (advisor), Yalvac, Bugrahan (advisor), Bauchspies, Wenda K. (committee member), Liew, Jeffrey (committee member), Slough, Scott (committee member).

Subjects/Keywords: Meta-ethnography; ethnography; scientific practice; communities of practice; school science; engineering community; science education; learning design

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

APA (6^th Edition):

Ayar, M. (2012). Ethnographic Studies of School Science and Science Communities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149

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

Chicago Manual of Style (16^th Edition):

Ayar, Mehmet. “Ethnographic Studies of School Science and Science Communities.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149.

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

MLA Handbook (7^th Edition):

Ayar, Mehmet. “Ethnographic Studies of School Science and Science Communities.” 2012. Web. 21 Feb 2019.

Vancouver:

Ayar M. Ethnographic Studies of School Science and Science Communities. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149.

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

Council of Science Editors:

Ayar M. Ethnographic Studies of School Science and Science Communities. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149

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

Texas A&M University

12. Shimek, Christina. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

► College students rarely engage model-based epistemological reasoning about scientific data and evidence. The purpose of this study was to (1) investigate how scaffolding treatments influenced… (more)

▼ College students rarely engage model-based epistemological reasoning about scientific data and evidence. The purpose of this study was to (1) investigate how scaffolding treatments influenced college students' epistemological reasoning about how data are used as evidence, (2) describe students' epistemological reasoning practice over the course of the study, (3) learn more about relationships among students' domain knowledge, epistemological beliefs about scientific knowledge, and epistemological reasoning, and (4) investigate how scaffolding for epistemological reasoning influences knowledge gain. Participants in this study consisted of three-hundred fifteen undergraduate students; all were juniors and seniors and all students were enrolled in one of two introductory genetics laboratory courses. Study participants included non-majors (Experiment 1, N =143) and majors (Experiment 2, N = 172). A partially mixed-methods sequential research design was used in this study; qualitative and quantitative phases were mixed during data analysis. A distributed scaffolding system was used in this study. All participants from each laboratory section were randomly assigned to one of three treatments; no scaffolds, domain-general scaffolds, or domain specific scaffolds. Study variables included domain knowledge, epistemological beliefs about the nature of scientific knowledge, and epistemological reasoning, scaffolding treatment was the manipulated variable. Findings were: (1) Chi square analysis indicated no statistically significant differences in epistemological reasoning by scaffolding treatment; model-based reasoning was not observed in students' explanations; (2) Spearman rho indicated no change in epistemological reasoning over the course of the study, however, statistical significance was not reached, however, a repeated measures ANOVA with Greenhouse-Geisser correction indicated a statistically significant within subjects change in epistemological reasoning, implications are discussed; (3) statistically significant bivariate correlations were found and (4) ANCOVA indicated pretest domain knowledge was a statistically significant covariate for posttest domain knowledge and a statistically significant main effect for scaffolding treatment was reached by Experiment 1 participants but not by Experiment 2 participants. Implications for instructional design and future research are discussed. Advisors/Committee Members: Goetz, Ernest T. (advisor), Loving, Cathleen C. (advisor), Hall, Robert J. (committee member), Wild, James R. (committee member).

Subjects/Keywords: distributed scaffolding; domain-general scaffolds; domain-specific scaffolds; epistemological reasoning; college science

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

APA (6^th Edition):

Shimek, C. (2012). The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

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

Chicago Manual of Style (16^th Edition):

Shimek, Christina. “The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957.

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

MLA Handbook (7^th Edition):

Shimek, Christina. “The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.” 2012. Web. 21 Feb 2019.

Vancouver:

Shimek C. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957.

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

Council of Science Editors:

Shimek C. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

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

Texas A&M University

13. Peterson, Cheryl. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644

► PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while… (more)

▼ PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while being mentored online by a scientist. Some students' teachers had the opportunity to attend PS professional development (PD). In this dissertation, I developed a process of assessing student learning outcomes associated with their use of this system and evaluated inquiry engagement within this system. First, I developed a valid and reliable instrument (Online Elements of Inquiry Checklist; OEIC) to measure participants' (students, scientists, and teachers) engagement in scientific practices and proficiencies embedded within an inquiry cycle I collaborated with an expert-group to establish the OEIC's construct and content validities. An inter-rater reliability coefficient of 0.92 was established by scientists and a split half analysis was used to determine the instruments' internal consistency (Spearman-Brown coefficient of 0.96). Next, I used the OEIC to evaluate inquiry cycle engagement by the participants who used the PS online platform designed by the Botanical Society of America which facilitated communication between participants. Students provided more evidence of engagement in the earlier phases of an inquiry cycle. Scientists showed a similar trend but emphasized experimental design and procedures. Teachers rarely engaged online. Exemplary students' outcomes followed similar inquiry cycle trends, but with more evidence of engagement with one notable difference. Exemplary students provided evidence for extensive engagement in immersion activities, implicating immersion as a crucial component of successful inquiry cycle engagement. I also compared engagement outcomes of students whose teachers attended the PD experience to the students of teachers who did not attend PD. Differences found between the two groups occurred throughout the inquiry cycle, typically associated with experiences provided during the PD. As a result of this research I have several recommendations about revisions to the PS online platform and use of approaches to assure students development of scientific practices and proficiencies. The recommendations include additional scaffolding of the platform, explicit inquiry cycle instruction, and continued opportunities for teachers to engage in PD experiences provided by PS. Advisors/Committee Members: Stuessy, Carol L. (advisor), Griffing, Lawrence (committee member), Hemingway, Claire (committee member), Loving, Cathleen (committee member), Scott, Timothy (committee member).

Subjects/Keywords: Inquiry; On-line Learning; Online Learning Cyber-learning; Asynchronous Discourse; Reformed-based teaching and learning; PlantingScience; Secondary Science Students; Mentoring; Student Engagement; Inquiry-based teaching and learning; Professional Development; Scientific Practices and Proficiencies; Assessment; Student Outcomes; Inquiry Cycle

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Peterson, C. (2012). Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644

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

Chicago Manual of Style (16^th Edition):

Peterson, Cheryl. “Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644.

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

MLA Handbook (7^th Edition):

Peterson, Cheryl. “Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.” 2012. Web. 21 Feb 2019.

Vancouver:

Peterson C. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644.

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

Council of Science Editors:

Peterson C. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644

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

Texas A&M University

14. Baldwin, Moira Jenkins. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/148192

► This study compared middle school (i.e., fifth, sixth and seventh grade) students? mental models of the day/night cycle before and after implementation of three inquiry-based… (more)

▼ This study compared middle school (i.e., fifth, sixth and seventh grade) students? mental models of the day/night cycle before and after implementation of three inquiry-based treatments. The three treatments were classified as 1) structured inquiry, 2) guided inquiry, and 3) student-directed inquiry. All three treatments used Starry Night Middle School interactive simulation software to investigate the phenomenon of the day/night cycle. Additionally, all three treatments were based on two researcher-developed lessons using Starry Night Middle School. The participants were 145 fifth, sixth, and seventh grade students who were purposively selected from a public school in a U.S. state. For the purpose of this study, the students remained in their classrooms. There were three classrooms per grade level. Those classrooms were randomly assigned to one of the three treatments. Students? scores on a pretest, immediate posttest, and delayed posttest were analyzed. Students from a purposive sample were interviewed after the pretest, immediate posttest, and delayed posttest to clarify student mental models of the day/night cycle. The students were chosen based upon their score on the multiple-choice test. Seven of the selected students were in the Structured Inquiry group. Eleven of the selected students were in the Guided Inquiry group. Five of the selected students were in the Student-directed Inquiry group. First, the comparative effects of Structured Inquiry, Guided Inquiry, and Student-directed Inquiry on middle school students? mental models of the day/night cycle immediately and three months following the intervention revealed no statistical difference among the three treatments. Time, however, appeared to have a significant negative effect on students? mental models of the day/night cycle. Second, inquiry groups did not differ significantly in their mental models. Third, there was no interaction between starting mental model and the type of inquiry. The major findings demonstrate that all three treatments promote learning, but that no one treatment is more effective than another. Advisors/Committee Members: Loving, Cathleen (advisor), Cifuentes, Lauren (advisor), Stuessy, Carol (committee member), Willson, Victor (committee member), Petrosino, Anthony (committee member).

Subjects/Keywords: inquiry-based learning; mental models

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

APA (6^th Edition):

Baldwin, M. J. (2012). The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148192

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

Chicago Manual of Style (16^th Edition):

Baldwin, Moira Jenkins. “The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/148192.

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

MLA Handbook (7^th Edition):

Baldwin, Moira Jenkins. “The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.” 2012. Web. 21 Feb 2019.

Vancouver:

Baldwin MJ. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/148192.

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

Council of Science Editors:

Baldwin MJ. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148192

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

Texas A&M University

15. Owens, Sandra Deshon. Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151966

► The purpose of this record of study was to investigate the nature of relationships between the perceptions of principals and teachers on site-based decision making… (more)

▼ The purpose of this record of study was to investigate the nature of relationships between the perceptions of principals and teachers on site-based decision making (SBDM) and to uncover patterns existing in relationships between and among state school ratings, principals? and teachers? perceptions of SBDM decision making at their schools, and school outcomes of discipline referrals and attendance percentages. The investigator chose four schools with different state school ratings as sites for investigating these relationships. Participants in the study were principals and teachers selected from four school types: Exemplary, Academically Recognized, Academically Acceptable, and Academically Unacceptable. The research design was a non-experimental and descriptive design focused on the four selected elementary school types. The descriptive statistic of mean was used to determine the strengths of relationships between these variables. Results of the investigation identified various trends between principals? and teachers? perceptions about SBDM at their schools. Outcomes from discipline referrals and attendance percentages in the four types of schools did not show a noteworthy difference. Overall, the data were an indication that elementary principals and teachers embrace the idea of SBDM at levels between 30% and 69% or at a higher level of 70% or above, regardless of the state?s rating of school type, number of student discipline referrals, or percentage of student attendance. This was demonstrated by the vast number of ?strongly agree? and ?agree? responses to survey items among the four schools with different ratings. Using this study as a baseline, recommendation is made to conduct a study of all district schools using a more precise survey to determine the effects of principals? and teachers? perceptions of SBDM on student achievement. Additional recommendation is made for a study to determine whether common variables other than SBDM exists in high performing Texas elementary schools that could possibly have an impact on student achievement. Although achievement objectives and instructional activities may vary as described in a state?s curriculum, this particular research could be accomplished without regard to a particular state. Advisors/Committee Members: Goldsby, Dianne C. (advisor), Stuessy, Carol L. (advisor), Scott, Timothy P. (committee member), Loving, Cathleen C. (committee member), Li, Yeping (committee member).

Subjects/Keywords: site-based decision making; perceptions; principals; teachers; relationships

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

APA (6^th Edition):

Owens, S. D. (2013). Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151966

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

Chicago Manual of Style (16^th Edition):

Owens, Sandra Deshon. “Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making.” 2013. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/151966.

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

MLA Handbook (7^th Edition):

Owens, Sandra Deshon. “Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making.” 2013. Web. 21 Feb 2019.

Vancouver:

Owens SD. Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/151966.

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

Council of Science Editors:

Owens SD. Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151966

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

Texas A&M University

16. Head, Mary Jane. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152592

► My intent in this study was to investigate computer simulations as an instructional approach for high school physics English Language Learners (ELLs). Comparison-group research was… (more)

▼ My intent in this study was to investigate computer simulations as an instructional approach for high school physics English Language Learners (ELLs). Comparison-group research was employed to assess differences in ELLs? learning with computer simulations demonstrating Newton's Third Law in comparison to learning with a traditional hands-on laboratory approach. My expectations were that computer simulations would be advantageous to ELLs, regardless of the individual learners' language proficiency levels. I expected that a comparison ELL group engaged in hands-on laboratory experiments would not perform as well as learners in the computer simulations group. A total of 44 ELL students were randomly assigned to two treatment groups (computer simulations group, n = 22; traditional laboratory group, n = 22). Within each treatment group, smaller groups of 3 to 4 students were randomly assigned to work together, resulting in 7 smaller computer simulations groups and 7 smaller traditional hands-on laboratory groups (Appendix D). Attrition resulted in a total of 30 students distributed into treatment groups (computer simulations group, n = 20; traditional laboratory group, n = 10). Data collected for comparison included two measures of conceptual understanding. Gain scores were calculated for pre- and posttest FCI questions. Student journal entries and videotaped speech transcriptions were analyzed and transformed into quantitative frequencies and percentages. Results confirmed simulations assisted ELLs in grasping concepts but didn?t support simulations as encouraging conceptual conversation. Results indicated that ELLs learning with simulations were not at a disadvantage in understanding concepts even though they discussed and made fewer journal entries than ELLs learning with traditional hands-on approach. Exploratory in nature, this comparative study was the first of its kind to explore ELLs? conceptual understanding comparing computer simulations and hands-on instructional approaches. The results of this study lead to recommendations for a more extensive examination of ELLs' use of computer simulations to reinforce ELLs' learning of abstract physics concepts. However, several implications for classroom practices emerged from the findings of this exploratory study. Implications, which are discussed in the final section of the dissertation, include classroom practices related to misconceptions, scaffolding, assisting learners in grasping abstract concepts, and reinforcing conceptual understanding. Advisors/Committee Members: Stuessy, Carol L (advisor), Carter, Norvella P (committee member), Loving, Cathleen C (committee member), Schielack, Jane F (committee member).

Subjects/Keywords: Newton's Third Law; English Language Learners; Conceptual Understanding; Computer Simulations; Hands-on Laboratory Investigations

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APA (6^th Edition):

Head, M. J. (2014). Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152592

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

Chicago Manual of Style (16^th Edition):

Head, Mary Jane. “Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.” 2014. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/152592.

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

MLA Handbook (7^th Edition):

Head, Mary Jane. “Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.” 2014. Web. 21 Feb 2019.

Vancouver:

Head MJ. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/152592.

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

Council of Science Editors:

Head MJ. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152592

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

Texas A&M University

17. Scogin, Stephen C. Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153419

► In spite of generally poor student reports about science instruction in K-12 classrooms and decreasing interest in STEM careers, some curricular programs have successfully motivated… (more)

▼ In spite of generally poor student reports about science instruction in K-12 classrooms and decreasing interest in STEM careers, some curricular programs have successfully motivated and engaged students. One such program is PlantingScience, an inquiry-based, computer-supported learning curriculum developed by the Botanical Society of America. PlantingScience uniquely utilizes professional scientists who serve as online mentors to K-12 students engaged in classroom inquiry projects. In an effort to determine why PlantingScience is successful, I began this dissertation with an extensive literature review discussing how technology and mentoring affect student motivation. Additionally, I conducted two original research studies using multiple data streams including classroom observations, teacher interviews, a focus group of teachers and scientists, and online dialogues between students and scientists. In the first study, I used Elliot Eisner?s Connoisseurship/Critique model of qualitative analysis to describe, interpret, and evaluate PlantingScience. More specifically, I created a grounded theory explaining how PlantingScience motivates and engages students. I subsequently compared these findings with self-determination theory to determine how the results could be explained in regard to autonomy, competence, and relatedness. In the second study, I used mixed methods to create a rubric measuring scientists? online motivational support from the perspective of self-determination theory. I also measured student inquiry engagement using a preexisting rubric specifically designed for the PlantingScience program. Using these two measures, I investigated the associations between scientist-mentors? motivational support and student inquiry engagement. The findings in this dissertation provided evidence that students are motivated to engage in PlantingScience in part because of student empowerment, online mentor interaction, and authentic scientific experiences. In particular, the relationships developed between students and scientists in the online asynchronous environments were critical to the success of the program. As a general rule, students engaged in the inquiry projects more thoroughly as their scientist-mentors? motivational support increased. Perhaps the online mentoring partnership model offered by PlantingScience can be used on a wider scale to address the challenges of students? lack of interest in classroom science and STEM career fields. Advisors/Committee Members: Stuessy, Carol L. (advisor), Griffing, Lawrence (committee member), Hemingway, Claire (committee member), Liew, Jeffrey (committee member), Loving, Cathleen (committee member).

Subjects/Keywords: science education; student motivation; self-determination theory; online mentoring; scientist-student partnerships; PlantingScience; technology

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

APA (6^th Edition):

Scogin, S. C. (2014). Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153419

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

Chicago Manual of Style (16^th Edition):

Scogin, Stephen C. “Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory.” 2014. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/153419.

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

MLA Handbook (7^th Edition):

Scogin, Stephen C. “Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory.” 2014. Web. 21 Feb 2019.

Vancouver:

Scogin SC. Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/153419.

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

Council of Science Editors:

Scogin SC. Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153419

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

18. Wu, Hui-Ling. Scaffolding in Technology-Enhanced Science Education.

Degree: 2011, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956

► This dissertation focuses on the effectiveness of scaffolding in technology-enhanced science learning environments, and specifically the relative merits of computer- and teacher-based scaffolding in science… (more)

▼ This dissertation focuses on the effectiveness of scaffolding in technology-enhanced science learning environments, and specifically the relative merits of computer- and teacher-based scaffolding in science inquiry. Scaffolding is an instructional support that helps learners solve problems, carry out tasks, or achieve goals that they are unable to accomplish on their own. Although support such as scaffolding is necessary when students engage in complex learning environments, many issues must be resolved before educators can effectively implement scaffolding in instruction. To achieve this, this dissertation includes two studies: a systematic literature review and an experimental study. The two studies attempted to reveal some important issues which are not widely recognized in the existing literature. The primary problem confronting the educator is how to determine which of the numerous kinds of scaffolding will allow them to educate students most effectively. The scaffolding forms that researchers create are often confusing, overlapping, or contradictory. In response to this, the first study critically analyzed the ways that researchers have defined and applied scaffolding, and provided suggestions for future scaffolding design and research. Moreover, studies tend to focus only on computer-based scaffolding rather than examining ways to integrate it with teacher-based instruction. Although researchers generally recognize that teacher-based support is important, research in this area is limited. The second study of this dissertation employed a quasi-experimental design with four experimental conditions, each of which include a type of computer-based procedural scaffolding (continuous vs. faded) paired with a type of teacher-based metacognitive scaffolding (early vs. late). Each class was assigned to use one of the four conditions. The findings indicated that students receiving continuous computer-based procedural and early teacher-based metacognitive scaffolding performed statistically better at learning scientific inquiry skills than other treatment groups. Students using faded computer-based procedural and early teacher-based metacognitive scaffolding showed the worst performance. However, among the four groups there existed no statistically significant difference in terms of the effect on students? ability to learn science knowledge. Moreover, teacher-based metacognitive scaffolding did not have a significant impact on either science content knowledge or scientific inquiry skills. Advisors/Committee Members: Pedersen, Susan (advisor), Goetz, Ernest (committee member), Loving, Cathleen (committee member), Willson, Victor (committee member).

Subjects/Keywords: scaffolding; science education; technology-enhanced instruction; middle school

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

APA (6^th Edition):

Wu, H. (2011). Scaffolding in Technology-Enhanced Science Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956

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

Chicago Manual of Style (16^th Edition):

Wu, Hui-Ling. “Scaffolding in Technology-Enhanced Science Education.” 2011. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956.

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

MLA Handbook (7^th Edition):

Wu, Hui-Ling. “Scaffolding in Technology-Enhanced Science Education.” 2011. Web. 21 Feb 2019.

Vancouver:

Wu H. Scaffolding in Technology-Enhanced Science Education. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956.

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

Council of Science Editors:

Wu H. Scaffolding in Technology-Enhanced Science Education. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956

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

19. Singleton, Julie. Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320

► Mainstream scientists have grave concerns regarding unsustainable lifestyles in a world with finite resources. Lack of environmental literacy, sustainability values, connectedness to nature and environmental… (more)

Subjects/Keywords: Environmental Standards; Environmental values; Earth Charter

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APA (6^th Edition):

Singleton, J. (2012). Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320

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

Chicago Manual of Style (16^th Edition):

Singleton, Julie. “Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320.

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

MLA Handbook (7^th Edition):

Singleton, Julie. “Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter.” 2012. Web. 21 Feb 2019.

Vancouver:

Singleton J. Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320.

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

Council of Science Editors:

Singleton J. Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320

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

20. Anderson, Amy E. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

► The literature is convincing that the revolving door presently occurring in schools as new teachers prematurely leave the profession is difficult not only on children… (more)

Subjects/Keywords: Mentoring; Novice Teachers; New Teacher Induction; Mentoring Program Infrastructure

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APA (6^th Edition):

Anderson, A. E. (2010). Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

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

Chicago Manual of Style (16^th Edition):

Anderson, Amy E. “Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.” 2010. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584.

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

MLA Handbook (7^th Edition):

Anderson, Amy E. “Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.” 2010. Web. 21 Feb 2019.

Vancouver:

Anderson AE. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584.

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

Council of Science Editors:

Anderson AE. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

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

21. Kulhanek, Stefani Michelle. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149238

► An understanding of whole number place value is a critical component of second-grade mathematics. This understanding of place value provides the foundational concept for operations… (more)

▼ An understanding of whole number place value is a critical component of second-grade mathematics. This understanding of place value provides the foundational concept for operations with whole numbers. The ability to understand the concept of place value and transfer that understanding to teaching addition and subtraction are often problems associated with teachers? limited pedagogical content knowledge. Teachers must understand teaching place value does not consist of merely teaching students to name the digit in a particular location. A possible solution to the problem is to provide professional development trainings and implementation support through instructional coaching focused on the teaching of place value in a conceptual manner consistent with best pedagogical practices. Therefore, the purpose of this mixed method study is to describe the pedagogical content knowledge of second-grade teachers in order to answer the research question: What can you expect to see in the classroom teaching of place value from second-grade teachers who have attended 12 hours of professional development and have received instructional coaching? Quantitative data includes the use of the Learning Mathematics for Teaching assessment paired with participant observations, discussions, and interviews in order to gain a deeper understanding of the participants? thinking. The participants of this study are four second-grade teachers from a rural school district outside of Houston, Texas. Each of the four participants attended 12 hours of professional development and received instructional coaching support through classroom observation with post-observation discussions, a model lesson, and instructional planning. The results of the study show that every participant implemented activities from the professional development, used questioning modeled by the presenter during the sessions, and discussed critical concepts in their classrooms. Additionally, teacher pedagogical content knowledge did improve after 12 hours of professional development and instructional coaching. However, the participants believe that further support should be given through a more detailed scope and sequence, which provides information as to when and how the new concepts and activities need to be incorporated in the classroom. Advisors/Committee Members: Goldsby, Dianne (advisor), Stuessy, Carol (advisor), Loving, Cathleen (committee member), Scott, Timothy (committee member).

Subjects/Keywords: elementary mathematics; teacher pedagogical content knowledge; place value

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APA (6^th Edition):

Kulhanek, S. M. (2013). Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149238

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

Chicago Manual of Style (16^th Edition):

Kulhanek, Stefani Michelle. “Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value.” 2013. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/149238.

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

MLA Handbook (7^th Edition):

Kulhanek, Stefani Michelle. “Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value.” 2013. Web. 21 Feb 2019.

Vancouver:

Kulhanek SM. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/149238.

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

Council of Science Editors:

Kulhanek SM. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149238

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

22. Ozturk, Gokhan. The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155639

► This study aims to investigate the broader impacts of student-scientist partnership with an emphasis on scientists? possible contributions to students? understanding and proficiencies of science.… (more)

▼ This study aims to investigate the broader impacts of student-scientist partnership with an emphasis on scientists? possible contributions to students? understanding and proficiencies of science. Appeals from the National Science Foundation have specifically called for broader participation and direct involvement in science and the enhancement of research and education through the linking of scientists with other programs. The Botanical Society of America's PlantingScience project is a partnership of students, science teachers, and scientist-mentors working together in authentic science learning. This dissertation includes three papers. The first paper is an extensive literature review focusing on how scientists can contribute to students? science learning via online mentoring. The second paper applies a grounded theory approach to build a theory that explains how scientists talk about science when they engage in inquiry activities with students and how this interaction occurs. The third study, which is a mixed methods study, investigates how scientists contribute to students? science proficiencies and what kind of patterns exist between scientist-mentors and student-teams during inquiry engagement. The literature review reveals an information gap exploring how scientists reflect their understanding of science to K-12 students when they work together in a partnership model. This review pointed out three main questions regarding student-scientist partnerships via online mentoring: (1) What do scientists say about science when they engage in online dialogue about students? inquiry projects? (2) What are the connections between scientists? demographics, the subject of the inquiry, and the way they explain the nature of science? and (3) What is the relationship between the quality of students? inquiries and what their mentors reveal about the nature of science in their dialogues? The results of the grounded theory study revealed the educational, social, and cultural means of the interaction between two parties – students and scientists. Also, investigation of various cases allowed a better understanding of the essence of nature and culture of science from practitioners? perspectives. Finally, the mixed methods study revealed that scientists contributed to the authenticity of students? inquiry experiences by encouraging them to understand scientific explanations, generate scientific evidence with them, reflect on scientific knowledge, and participate productively in scientific discussions. Advisors/Committee Members: Stuessy, Carol (advisor), Yalvac, Bugrahan (advisor), Loving, Cathleen (committee member), Griffing, Lawrence (committee member).

Subjects/Keywords: Student-scientist partnership; nature of science; online mentoring; science proficiencies

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APA (6^th Edition):

Ozturk, G. (2015). The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155639

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

Chicago Manual of Style (16^th Edition):

Ozturk, Gokhan. “The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science.” 2015. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/155639.

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

MLA Handbook (7^th Edition):

Ozturk, Gokhan. “The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science.” 2015. Web. 21 Feb 2019.

Vancouver:

Ozturk G. The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/155639.

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

Council of Science Editors:

Ozturk G. The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155639

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

23. Lane, Cleveland O., Jr. Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000

► There has been an influx of funding in science, technology, engineering and mathematics (STEM) allocated to adapting educational systems that engage, motivate and train learners… (more)

Subjects/Keywords: Inquiry; ER Project; Education; Conceptual Understanding

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APA (6^th Edition):

Lane, Cleveland O., J. (2012). Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000

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

Chicago Manual of Style (16^th Edition):

Lane, Cleveland O., Jr. “Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000.

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

MLA Handbook (7^th Edition):

Lane, Cleveland O., Jr. “Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course.” 2012. Web. 21 Feb 2019.

Vancouver:

Lane, Cleveland O. J. Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000.

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

Council of Science Editors:

Lane, Cleveland O. J. Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000

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

24. Yoo, Dawoon. Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS).

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064

► Since the 1950s, inquiry has been considered an effective strategy to promote students? science learning. However, the use of inquiry in contemporary science classrooms is… (more)

▼ Since the 1950s, inquiry has been considered an effective strategy to promote students? science learning. However, the use of inquiry in contemporary science classrooms is minimal, despite its long history and wide recognition elsewhere. Besides, inquiry is commonly confused with discovery learning, which needs minimal level of teacher supervision. The lack of thorough description of how inquiry works in diverse classroom settings is known to be a critical problem. To analyze the complex and dynamic nature of inquiry practices, a comprehensive tool is needed to capture its essence. In this dissertation, I studied inquiry lessons conducted by one high school science teacher of 9th grade students. The inquiry sequence lasted for 10 weeks. Using the Scientific Practices Analysis (SPA)-map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS), elements of inquiry were analyzed from multiple perspectives. The SPA-map analysis, developed as a part of this dissertation, revealed the types of scientific practices in which students were involved. The results from the M-SCOPS provide thorough descriptions of complex inquiry lessons in terms of their content, flow, instructional scaffolding and representational scaffolding. In addition to the detailed descriptions of daily inquiry practices occurring in a dynamic classroom environment, the flow of the lessons in a sequence was analyzed with particular focus on students? participation in scientific practices. The findings revealed the overall increase of student-directed instructional scaffolding within the inquiry sequence, while no particular pattern was found in representational scaffolding. Depending on the level of cognitive complexity imposed on students, the lessons showed different association patterns between the level of scaffolding and scientific practices. The findings imply that teachers need to provide scaffolding in alignment with learning goals to achieve students? scientific proficiency. Advisors/Committee Members: Stuessy, Carol L. (advisor), Griffing, Lawrence R. (committee member), Loving, Cathleen C. (committee member), Schielack, Jane F. (committee member).

Subjects/Keywords: scientific practice; inquiry; scaffolding; cognitive complexity

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APA (6^th Edition):

Yoo, D. (2012). Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS). (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064

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

Chicago Manual of Style (16^th Edition):

Yoo, Dawoon. “Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS).” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064.

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

MLA Handbook (7^th Edition):

Yoo, Dawoon. “Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS).” 2012. Web. 21 Feb 2019.

Vancouver:

Yoo D. Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS). [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064.

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

Council of Science Editors:

Yoo D. Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS). [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064

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

25. Spikes, Sara Elizabeth. State-of-the-State of Texas Retention of High School Science Teachers.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050

► Concerns about turnover of highly qualified science teachers have pervaded education stakeholder discussions for several years. Yet little is known about where are we in… (more)

▼ Concerns about turnover of highly qualified science teachers have pervaded education stakeholder discussions for several years. Yet little is known about where are we in retaining high science teachers in Texas public schools. The three empirical studies included in this dissertation used mixed research methods to explore data collected by the Policy Research Initiative in Science Education (PRISE) Research Group during the 2007-2010 school years. The first study examined mobility patterns and hiring patterns of high school science teachers after two school years. I used descriptive statistical analyses to investigate relationships between teacher-level variables (i.e., teacher type, age, ethnicity, and gender) and school-level variables (i.e., school size and minority student enrollment proportion) with respect to movement out and into Texas schools. Findings revealed variations in mobility patterns of science teachers, based on size and minority student enrollment proportion of the schools in which they worked. Hiring patterns revealed that schools typically hired young, novice White female teachers regardless of school size or minority student enrollment proportion. The second study explored the relationships between schools? retention strategies and retention challenges with schools? science teacher retention rates, respectively. I used multiple regression and descriptive statistical analyses to investigate the relationships between study variables. While regression models predicting science teacher retention were not remarkable, descriptive statistical analyses revealed notable relationships between several school-level variables and school retention status. The third study investigated relationships among three variables: school retention strategies, science teacher job satisfaction, and science teacher mobility. Multilevel analyses were used to investigate relationships between two-level variables. Findings revealed no relationships of significance between school retention strategies or teacher job satisfaction with teacher mobility. However, interactions between predictor variables indicated that satisfied science teachers were more likely to remain at schools that expressed and showed appreciation for teachers than to leave the profession. Findings from these studies were used to make state-, district-, and school-level policy recommendations for high school science teachers that included: (a) tailoring recruitment and retention supports to meet the needs of underrepresented teacher populations leading science classrooms, (b) recognizing schools that successfully retain science teachers, and (c) providing professional development for high school principals to assist with the design of strategic plans to improve job satisfaction and retention of teachers. Advisors/Committee Members: Stuessy, Carol L. (advisor), Lewis, Chance W. (committee member), Loving, Cathleen C. (committee member), Scott, Timothy P. (committee member).

Subjects/Keywords: Science teachers; High school; Teacher mobility; Retention strategies; Retention challenges; Job satisfaction

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APA (6^th Edition):

Spikes, S. E. (2012). State-of-the-State of Texas Retention of High School Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050

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

Chicago Manual of Style (16^th Edition):

Spikes, Sara Elizabeth. “State-of-the-State of Texas Retention of High School Science Teachers.” 2012. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050.

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

MLA Handbook (7^th Edition):

Spikes, Sara Elizabeth. “State-of-the-State of Texas Retention of High School Science Teachers.” 2012. Web. 21 Feb 2019.

Vancouver:

Spikes SE. State-of-the-State of Texas Retention of High School Science Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050.

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

Council of Science Editors:

Spikes SE. State-of-the-State of Texas Retention of High School Science Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050

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

26. Brooks, Lisa A. Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775

► In this dissertation the relationships among teachers' classroom contexts, teaching practices, personal practice theories and their learning from reform-based professional development were examined. This study… (more)

▼ In this dissertation the relationships among teachers' classroom contexts, teaching practices, personal practice theories and their learning from reform-based professional development were examined. This study is based on the cases of three high school science teachers whose participation in the Information Technology in Science (ITS) Center's professional development experience (PDE) resulted in different perceptions and interpretations. Qualitative and quantitative data, including classroom observations, in-depth interviews, teacher-generated written work from the PDE, and student classroom perceptions were analyzed and compared. The within-case analyses revealed that each teacher's thoughts, actions and perceptions were highly congruent. The cross-case analysis illuminated variations among the cases. Bandura's (1999) model of triadic reciprocal causation was applied as an interpretive frame. This frame was used to connect five indicators used in the study to coherently compare and evaluate the alignment of each teacher's thoughts, actions, and perceptions with the vision of reformbased teaching promoted by the ITS Center's PDE. Results of this interpretation show that the differences among the cases stemmed from the different problems the teachers believed reform-based teaching methods addressed. Recommendations for the design of PDEs include the importance of (a) focusing on flexible learning goals that can be meaningful and appropriate for all teachers, (b) understanding and engaging teachers' prior knowledge, (c) making changes in teachers' thinking visible and (d) keeping in mind the challenges involved in changing practice to reflect the recommendations of reform. Recommendations for future research include the development of learning trajectories for teachers with different orientations toward reform and deepening our current understandings of teacher educator expertise. Advisors/Committee Members: Stuessy, Carol L. (advisor), Schielack, Jane F. (committee member), Loving, Cathleen C. (committee member), Petrosino, Anthony J. (committee member).

Subjects/Keywords: Science Education; Teacher Professional Development

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APA (6^th Edition):

Brooks, L. A. (2010). Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775

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

Chicago Manual of Style (16^th Edition):

Brooks, Lisa A. “Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers.” 2010. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775.

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

MLA Handbook (7^th Edition):

Brooks, Lisa A. “Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers.” 2010. Web. 21 Feb 2019.

Vancouver:

Brooks LA. Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775.

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

Council of Science Editors:

Brooks LA. Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775

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

27. Gerren, Sally Sue. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.

Degree: 2008, Texas A&M University

URL: http://hdl.handle.net/1969.1/86022

► The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design… (more)

▼ The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design incorporating qualitative and quantitative research methods was used to explore the question: What happens when an exemplary teacher uses graphing calculators in a college algebra class? The purposively selected participants were the teacher and eleven students of a Texas community college algebra course. All 29 classes of the 14-week spring 2006 semester were observed in their entirety by the researcher. The theoretical frameworks guiding the study were the affective representation system and the Multiple Representations Model of Learning and Teaching with the use of the Mathematics and Science Classroom Observation System for data collection, analysis, and profiling of classroom lessons. Originally developed for grades K-12, the use of the instrument was extended to college algebra. Triangulation of data sources using constant comparative and content analysis methods were used to support the three major findings: (1) The instructor's proactive orchestration of specialized instruction, support materials, and designed activities contributed to the establishment of graphing calculator use as an essential part of classroom norms and promoted students' independent use of the tool; (2) The dynamic and interactive features of the TI-84 Plus graphing calculator facilitated the delivery of instruction at high cognitive levels during student interactive activities providing access to, exploration of, and use of multiple representations for some mathematical concepts and solutions not easily attainable using traditional methods; and (3) Although the majority of students had never used a graphing calculator before the course, all students used the tool at appropriate times during instructional activities, self-reporting that their use of the calculator was generally beneficial for enhancing their understanding of lessons and supporting class interactions. Additionally, all students independently chose to use the calculator during major assessments and reported knowledgeable use of the tool to facilitate improved test performance. Replication of the study is limited because the norms developed in this case are unique to the teacher and students who negotiated their establishment. Suggestions are given regarding educational policies, reform practices, and research extensions. Advisors/Committee Members: Kulm, Gerald O. (advisor), Stuessy, Carol L. (advisor), Boyd, Barry L. (committee member), Loving, Cathleen C. (committee member).

Subjects/Keywords: Multiple Representations; Exemplary Teacher; Classroom Norms; Graphing Calculator; College Algebra Course; Community College

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

APA (6^th Edition):

Gerren, S. S. (2008). The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86022

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

Chicago Manual of Style (16^th Edition):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/86022.

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

MLA Handbook (7^th Edition):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Web. 21 Feb 2019.

Vancouver:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/86022.

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

Council of Science Editors:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86022

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

28. Smith, Mychelle. Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155470

► Varying levels and types of colloquial language are considered inappropriate, especially profanity. Obscene language is one aspect applied to the R-rating for movies and television… (more)

Subjects/Keywords: profanity; literature; hermeneutics; censorship

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APA (6^th Edition):

Smith, M. (2015). Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155470

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

Chicago Manual of Style (16^th Edition):

Smith, Mychelle. “Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War.” 2015. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/155470.

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

MLA Handbook (7^th Edition):

Smith, Mychelle. “Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War.” 2015. Web. 21 Feb 2019.

Vancouver:

Smith M. Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/155470.

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

Council of Science Editors:

Smith M. Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155470

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

29. Williams - Duncan, Omah Makebbe. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155323

► State curriculum and professional standards characterize the level of proficiency preservice teachers must attain to be prepared to teach in Texas classrooms. Teacher education programs… (more)

▼ State curriculum and professional standards characterize the level of proficiency preservice teachers must attain to be prepared to teach in Texas classrooms. Teacher education programs are being scrutinized for their ability to help pre-service teachers reach a level of proficiency commensurate with these state standards. This dissertation presents an understanding of a teacher education program?s quality via analysis of its current student teacher and former student perceptions. There are two participant groups in this study - current student teachers (n=11) and former students (n=78) from one program called, aggieTEACH, a traditional baccalaureate secondary mathematics and science teacher education program. Of the current student teachers and former students participating in this study, 77.5% (n = 69) were female, 21.3% (n = 19) were male and 1.1% (n = 1) did not disclose their gender; additionally, 80.9% (n =72) identify as white or Caucasian, 9% (n = 8) identify as Hispanic, 7.8% (n = 7) identifying as African American, Asian, or other, and 2.2% (n = 2) decided not to disclose their race. This mixed methods study reveals participant?s agreement and confidence levels in mentoring, confidence, TEP quality, and program characteristics of aggieTEACH. The researcher used principal components analysis, exploratory factor analysis, and content analysis to review secondary data from administered web-based surveys. The surveys have Likert-scaled, single-response items and open-ended response items. Specific survey items were identified per categories called (a) mentoring, (b) confidence, (c) TEP quality, and (d) program characteristics. The mentoring scale yielded an alpha of .903. The confidence subscale yielded an alpha .951. The quality items yielded an alpha .881 and the characteristics items yielded an alpha of .919. Significant differences occurred between current student teacher and former student participants? agreement and confidence levels about the teacher education program characteristics and experiences. Current student teachers scored higher on average and have less variability to former students on (a) mentoring, (b) confidence, (c) TEP quality, and (d) program characteristics scales. Lastly, both current student teachers and former students identified student teaching and field observations as the most helpful or relevant component of their teacher education program experiences. Advisors/Committee Members: Waxman, Hersh (advisor), Scott, Tim (advisor), Hill-Jackson, Valerie (committee member), Loving, Cathleen (committee member), Lewis, Chance (committee member).

Subjects/Keywords: Science teacher education program; mathematics teacher education program; teacher preparation program; program quality assurance; teacher perceptions; mentoring; teacher confidence

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APA (6^th Edition):

Williams - Duncan, O. M. (2015). An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155323

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

Chicago Manual of Style (16^th Edition):

Williams - Duncan, Omah Makebbe. “An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.” 2015. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/155323.

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

MLA Handbook (7^th Edition):

Williams - Duncan, Omah Makebbe. “An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.” 2015. Web. 21 Feb 2019.

Vancouver:

Williams - Duncan OM. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/155323.

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

Council of Science Editors:

Williams - Duncan OM. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155323

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

30. Ezrailson, Cathy Mariotti. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.

Degree: 2005, Texas A&M University

URL: http://hdl.handle.net/1969.1/1467

► This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants? adherence to reformed teaching methods, 2)… (more)

Subjects/Keywords: inteactive engagement; active engagement; Modeling; Calculus-based physics; graduate teaching assistants; physics teaching assistants; explicit modeling; models of instruction; cooperative groups; context rich problem solving; cognitive coaching in physics

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APA (6^th Edition):

Ezrailson, C. M. (2005). EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1467

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

Chicago Manual of Style (16^th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Thesis, Texas A&M University. Accessed February 21, 2019. http://hdl.handle.net/1969.1/1467.

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

MLA Handbook (7^th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Web. 21 Feb 2019.

Vancouver:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1969.1/1467.

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

Council of Science Editors:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1467

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

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Open Access Theses and Dissertations