Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

You searched for +publisher:"Texas A&M University" +contributor:("Petrosino, Anthony J."). One record found.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. 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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 May 27, 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 (7th 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. 27 May 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 May 27]. 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

.