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You searched for +publisher:"Texas A&M University" +contributor:("Schielack, Janie F."). Showing records 1 – 2 of 2 total matches.

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Texas A&M University

1. Harper, Deena San. An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers.

Degree: 2009, Texas A&M University

The purpose of this qualitative, narrative study was to examine the extent and endurance of influence a technology-based professional development program had on the epistemological, ontological, and methodological beliefs of selected high school chemistry teachers. Three participants of a technology-based professional development program were interviewed with additional insight provided by this author, who was a participant in the program. Evidence of an epistemological, ontological, and methodological change in the participants was indicated by their self-proclaimed change in attitudes concerning the use of inquiry-based learning and information technology in the classroom. The participants understood and related the importance of incorporating inquiry-based learning and information technology into their classroom methodology and provided examples of their applications. Findings of this study reveled that the participants acknowledged the effectiveness of inquiry-based learning and information technology teaching strategies, but did not fully implement either strategy citing time constraints, lack of resources, and statewide accountability testing. A surprising finding was that the participants did not use the technology-based instructional strategies to prepare students for the TAKS test. Advisors/Committee Members: Burlbaw, Lynn M. (advisor), Kelly, Larry J. (committee member), Schielack, Janie F. (committee member), Williamson, Vickie M. (committee member).

Subjects/Keywords: curriculum and instruction; sciences; teacher training; technology

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

APA (6th Edition):

Harper, D. S. (2009). An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2340

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):

Harper, Deena San. “An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2340.

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

MLA Handbook (7th Edition):

Harper, Deena San. “An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers.” 2009. Web. 19 Apr 2019.

Vancouver:

Harper DS. An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2340.

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

Council of Science Editors:

Harper DS. An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2340

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


Texas A&M University

2. Ruebush, Laura Elizabeth. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.

Degree: 2012, Texas A&M University

Professional development (PD) is used as the primary means for ensuring the continued learning of teachers. PD opportunities and support vary in type and quality. Little is known about the participation in and support of PD for high school science teachers. The establishment of supportive professional cultures provides a means to support teachers' PD in addition to providing meaningful interactions between teachers to improve practices related to teaching, learning, and assessment. Even less is known about patterns of relationships between professional culture with high school science teachers and students. PD and professional culture have been reported to increase teacher retention and student achievement. The studies presented in this dissertation use mixed methods approaches to explore data collected by the Policy Research Initiative in Science Education Research Group during the 2007-2008 academic year. The first study assessed PD of high school science teachers from two perspectives: (1) teachers' participation in PD, and (2) schools' practices to support teachers' participation. Teachers' participation was determined using self-reported survey data. Schools' PD support was operationalized using data collected from administrative interviews. Descriptive statistics revealed little relationship between teachers' participation in PD, schools' PD support, and teacher retention. Descriptive statistics of schools' PD support indicated associations with student achievement. The second study operationalized school science professional culture with a rubric developed for the study. Elements within the rubric addressed many components mentioned in the literature as indicative of positive professional culture. School science professional culture had little relationship with either teacher retention or student achievement. Strong associations were found among the elements associated with school science professional culture. These results provide support for the inclusion of these elements in future studies of school science professional culture. The final chapter provides a summary of both studies. Recommendations are made for improving policies in place to support PD and professional cultures experienced by high school science teachers. Specific attention should be directed at the development of cohesive PD programs that address both schools' and teachers' needs. Additionally, more opportunities for in-depth communication regarding school practices for teaching, learning, and assessment need to be provided. Advisors/Committee Members: Stuessy, Carol L. (advisor), Loving, Cathy (committee member), Schielack, Janie F. (committee member), Scott, Timothy (committee member).

Subjects/Keywords: professional development; professional culture; high school science teacher; teacher retention; student achievement; college and career readiness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ruebush, L. E. (2012). Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612

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):

Ruebush, Laura Elizabeth. “Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.” 2012. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612.

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

MLA Handbook (7th Edition):

Ruebush, Laura Elizabeth. “Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.” 2012. Web. 19 Apr 2019.

Vancouver:

Ruebush LE. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612.

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

Council of Science Editors:

Ruebush LE. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612

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

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