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You searched for +publisher:"University of Georgia" +contributor:("Julie Luft"). Showing records 1 – 3 of 3 total matches.

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University of Georgia

1. Dubois, Shannon Lynne. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.

Degree: PhD, Science Education, 2014, University of Georgia

The dissertation includes three studies that all contribute to understanding the experiences of beginning science teachers. The first chapter provides an overview of the context of the studies. In Chapter 2, a qualitative study of three first-year science teachers without their own classrooms is presented through a cultural historical activity theory (CHAT) perspective. This study shows how components of school context can influence beginning science teachers’ enactments of standards-based science teaching. In Chapter 3, a qualitative, cross-national, and comparative study of 12 beginning science teachers in South Africa and the United States is explored through an institutional theory perspective. This study shows the influence of macro, meso, and micro policies on beginning teachers’ actions in a cycle of instruction. In Chapter 4, an extensive literature review on beginning science teachers is described through an international framework. The review synthesizes the research on beginning teachers over the past 30 years, and provides suggestions for future research. The last chapter summarizes the findings and implications of the three studies, and elaborates on the overall contributions of the dissertation to science education. Advisors/Committee Members: Julie Luft.

Subjects/Keywords: beginning teachers

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

APA (6th Edition):

Dubois, S. L. (2014). A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd

Chicago Manual of Style (16th Edition):

Dubois, Shannon Lynne. “A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.” 2014. Doctoral Dissertation, University of Georgia. Accessed October 15, 2019. http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd.

MLA Handbook (7th Edition):

Dubois, Shannon Lynne. “A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction.” 2014. Web. 15 Oct 2019.

Vancouver:

Dubois SL. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Oct 15]. Available from: http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd.

Council of Science Editors:

Dubois SL. A global to local continuum: the influence of macro, meso, and micro policies on beginning science teachers' instruction. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/dubois_shannon_l_201405_phd


University of Georgia

2. Nixon, Ryan Stephen. Knowing science like a teacher: an exploration of the content knowledge of new science teachers.

Degree: PhD, Science Education, 2015, University of Georgia

Teacher content knowledge is an important component of science teachers’ knowledge as it can influence classroom practice and the development of other forms of knowledge. Despite its importance, content knowledge has been poorly conceptualized in science education. This dissertation is composed of two manuscripts that present and new model of science teacher content knowledge, known as science knowledge for teaching (SKT). The first manuscript reports on a study that sought to characterize the domains of the SKT model using a sample of 13 new teachers from South Africa and the US. Through a qualitative analysis of interviews regarding teachers’ knowledge of the conservation of mass, the domains of the SKT model are characterized. Findings suggest the presence of unique domains of teacher content knowledge used in the work of teaching science and that it is possible for new teachers to have knowledge in these domains. The second manuscript reports on a study that explored the development of SKT in new teachers in the US. This cross-sectional sample included teachers in their first, second, and third years. Though all of teachers taught chemistry, half of them held a degree in chemistry and half held a degree in biology. Results of the inductive qualitative analysis indicated that the development of SKT is influenced by both holding a degree in the subject area and classroom experience. These two factors may be tied to SKT development by influencing teacher identity and opportunities for reflection. This dissertation suggests that the SKT model is a viable way of conceptualizing the content knowledge of science teachers, emphasizing the unique knowledge needed for teaching. Further, this dissertation clarifies the SKT model and suggests future directions for research related to teacher content knowledge. Advisors/Committee Members: Julie Luft.

Subjects/Keywords: content knowledge

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

APA (6th Edition):

Nixon, R. S. (2015). Knowing science like a teacher: an exploration of the content knowledge of new science teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/nixon_ryan_s_201505_phd

Chicago Manual of Style (16th Edition):

Nixon, Ryan Stephen. “Knowing science like a teacher: an exploration of the content knowledge of new science teachers.” 2015. Doctoral Dissertation, University of Georgia. Accessed October 15, 2019. http://purl.galileo.usg.edu/uga_etd/nixon_ryan_s_201505_phd.

MLA Handbook (7th Edition):

Nixon, Ryan Stephen. “Knowing science like a teacher: an exploration of the content knowledge of new science teachers.” 2015. Web. 15 Oct 2019.

Vancouver:

Nixon RS. Knowing science like a teacher: an exploration of the content knowledge of new science teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Oct 15]. Available from: http://purl.galileo.usg.edu/uga_etd/nixon_ryan_s_201505_phd.

Council of Science Editors:

Nixon RS. Knowing science like a teacher: an exploration of the content knowledge of new science teachers. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/nixon_ryan_s_201505_phd

3. Brennan, Ann Richard. Standing on the path: an exploratory study of preservice science teachers' school subject matter knowledge development during their practicum semester.

Degree: PhD, Science Education, 2016, University of Georgia

One of the challenges that beginning teachers face is adapting the content knowledge that they know to the content knowledge they will teach. Beginning teachers often leave traditional science education programs unprepared to think about content in the context of teaching. These programs fail to integrate content into the learning of pedagogy. This exploratory case study investigates how an intervention incorporating content into a methods class influences how preservice teachers (PSTs) think about the content they will teach. For the purposes of this study the content knowledge for teaching is called school subject matter knowledge (SMK). The findings of this study indicated that the intervention as implemented was unsuccessful and had no impact on how the PSTs thought about content when planning and implementing a lesson. Suggestions were made to better facilitate content integration into the methods class. It was also found that the priorities that the PSTs held influenced how they thought about content as they were planning their teaching experiences. One participant prioritized teaching life skills, another prioritized lesson structure. Both of these participants were inhibited in adapting SMK to teaching because their priorities held their attention at the expense of content. The last participant prioritized student understanding and exhibited a precocious ability to think about content as school SMK. The intervention in the methods class was unsuccessful in providing integration of content with pedagogy. As a result the priorities of the PSTs played a significant role in lesson planning with content playing a lesser role. It was suggested that if the methods class provided more explicit incorporation of content, content could become a priority in lesson planning. Research in this area could aid teacher education programs better prepare PSTs with the ability to adapt their content knowledge for teaching and therefore be better prepared as beginning teachers. Advisors/Committee Members: Julie Luft.

Subjects/Keywords: Preservice science teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brennan, A. R. (2016). Standing on the path: an exploratory study of preservice science teachers' school subject matter knowledge development during their practicum semester. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/brennan_ann_r_201605_phd

Chicago Manual of Style (16th Edition):

Brennan, Ann Richard. “Standing on the path: an exploratory study of preservice science teachers' school subject matter knowledge development during their practicum semester.” 2016. Doctoral Dissertation, University of Georgia. Accessed October 15, 2019. http://purl.galileo.usg.edu/uga_etd/brennan_ann_r_201605_phd.

MLA Handbook (7th Edition):

Brennan, Ann Richard. “Standing on the path: an exploratory study of preservice science teachers' school subject matter knowledge development during their practicum semester.” 2016. Web. 15 Oct 2019.

Vancouver:

Brennan AR. Standing on the path: an exploratory study of preservice science teachers' school subject matter knowledge development during their practicum semester. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Oct 15]. Available from: http://purl.galileo.usg.edu/uga_etd/brennan_ann_r_201605_phd.

Council of Science Editors:

Brennan AR. Standing on the path: an exploratory study of preservice science teachers' school subject matter knowledge development during their practicum semester. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/brennan_ann_r_201605_phd

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