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:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of New Mexico" +contributor:("Torrez, Cheryl"). Showing records 1 – 3 of 3 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of New Mexico

1. Otter, Dan. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.

Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico

The purpose of this study was to learn teacher attitudes and beliefs about teaching personal finance, as well as teacher understanding of a few core personal finance concepts. The population consisted of 1,120 classroom teachers from two public school districts in two states. The research questions were: (a) What are teacher attitudes and beliefs about personal finance instruction? (b) What are teacher understandings of a few core personal finance concepts? Data were gathered using a survey instrument. Questions were divided into four categories: (1) policy; (2) instruction; (3) professional development; and (4) concept knowledge. Descriptive statistical methods were used to analyze survey responses. The response rate was 16 percent, or 181 classroom teachers. Participants in this survey strongly support the teaching of personal finance topics in K-12 schools. Close to 83 percent agree or strongly agree with the statement, It is important for schools to teach financial literacy.' Teachers at all grade levels in this study — elementary, middle, and high school — favor starting personal finance instruction in elementary school. Lack of suitable curriculum, lack of classroom materials, lack of instruction time, and lack of subject matter knowledge were identified as barriers to successful personal finance instruction. Respondents preferred format for professional development is a workshop that increases teacher financial literacy. The mean score for the 12 personal finance questions was 37.5 percent.' Advisors/Committee Members: Pence, Lueretia, Martin, Nathalie, Torrez, Cheryl, Zancanella, Don.

Subjects/Keywords: Financial literacy – Study and teaching (Elementary) – United States; Financial literacy – Study and Teaching (Secondary) – United States; Finance; Personal – Study and teaching (Elementary) – United States; Finance; Personal – Study and teaching (Secondary) – United States; Teachers – Attitudes – Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Otter, D. (2010). TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10977

Chicago Manual of Style (16th Edition):

Otter, Dan. “TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.” 2010. Doctoral Dissertation, University of New Mexico. Accessed September 22, 2019. http://hdl.handle.net/1928/10977.

MLA Handbook (7th Edition):

Otter, Dan. “TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.” 2010. Web. 22 Sep 2019.

Vancouver:

Otter D. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1928/10977.

Council of Science Editors:

Otter D. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10977


University of New Mexico

2. Burr, Laura. DECISION-MAKING IN A COACHING ENVIRONMENT: HOW A COACH MAKES DECISIONS WHEN COACHING A MATHEMATICS TEACHER ON STUDENT/TEACHER DISCOURSE.

Degree: Teacher Education, Educational Leadership & Policy, 2016, University of New Mexico

The purpose of this study was to determine how a mathematics coach made decisions when coaching a middle school mathematics teacher on using classroom discourse in a reform mathematics classroom. This was a researcher participant qualitative study using design experiment methodology in which the coaching process was studied in an environment that is typical of an educational coaching setting. The teacher and coach/researcher made conjectures on what was happening in the classroom based on observations; the conjectures provided the basis for the development of the interventions. The teacher modified her pedagogy using the interventions; the results of the pedagogical changes were discussed as the teacher and coach engaged in discourse in the coaching sessions. The process was repeated four times over an eight-month period. In this study, the researcher found that the coachs decisions were based on the teacher's current beliefs and practice, the relationship between the coach and the teacher, and current educational research related to the topics addressed in the coaching sessions. Finally, implications for the coaching process are discussed.' Advisors/Committee Members: Torrez, Cheryl, Keyes, Tom, Kitchen, Richard, Krebs, Marjori.

Subjects/Keywords: Coaching; Mathematics education; Classroom discourse; Decision-making

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burr, L. (2016). DECISION-MAKING IN A COACHING ENVIRONMENT: HOW A COACH MAKES DECISIONS WHEN COACHING A MATHEMATICS TEACHER ON STUDENT/TEACHER DISCOURSE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/32279

Chicago Manual of Style (16th Edition):

Burr, Laura. “DECISION-MAKING IN A COACHING ENVIRONMENT: HOW A COACH MAKES DECISIONS WHEN COACHING A MATHEMATICS TEACHER ON STUDENT/TEACHER DISCOURSE.” 2016. Doctoral Dissertation, University of New Mexico. Accessed September 22, 2019. http://hdl.handle.net/1928/32279.

MLA Handbook (7th Edition):

Burr, Laura. “DECISION-MAKING IN A COACHING ENVIRONMENT: HOW A COACH MAKES DECISIONS WHEN COACHING A MATHEMATICS TEACHER ON STUDENT/TEACHER DISCOURSE.” 2016. Web. 22 Sep 2019.

Vancouver:

Burr L. DECISION-MAKING IN A COACHING ENVIRONMENT: HOW A COACH MAKES DECISIONS WHEN COACHING A MATHEMATICS TEACHER ON STUDENT/TEACHER DISCOURSE. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1928/32279.

Council of Science Editors:

Burr L. DECISION-MAKING IN A COACHING ENVIRONMENT: HOW A COACH MAKES DECISIONS WHEN COACHING A MATHEMATICS TEACHER ON STUDENT/TEACHER DISCOURSE. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/32279


University of New Mexico

3. Wehrli, Bryan. Locus and Praxis in the Denver Teacher Residency.

Degree: Teacher Education, Educational Leadership & Policy, 2015, University of New Mexico

The purpose of this qualitative study was to explore the concepts of praxis and locus as they pertain to teacher education practices and novice learning in the Denver Teacher Residency Program. The term locus was meant to suggest a nuanced and comprehensive way to consider the K-12 school and classroom as the essential location for learning to teach. The term praxis referred to adaptive expertise, or practical reasoning, problem solving, and wisdom informed by theory in practice. An analytical case study investigated two research questions: 1) In what ways is teacher learning deliberately located in the clinical setting of a K-12 classroom? 2) In what ways do clinical practices, learning experiences, and curricula develop the capacity for praxis in residents? An emergent research design for this case study included extended fieldwork and interim data analysis. Data collection included interviews with, and observations of program participants (residents, instructors, field coordinators, mentor teachers, program administrators), as well as document review (e.g., curricular documents, assignment descriptions, assigned texts). Advisors/Committee Members: Torrez, Cheryl, Keyes, Thomas, Krebs, Marjori, Sheldahl, Teresa, Zancanella, Donald.

Subjects/Keywords: locus; praxis; urban teacher residencies; Denver Teacher Residency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wehrli, B. (2015). Locus and Praxis in the Denver Teacher Residency. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/25824

Chicago Manual of Style (16th Edition):

Wehrli, Bryan. “Locus and Praxis in the Denver Teacher Residency.” 2015. Doctoral Dissertation, University of New Mexico. Accessed September 22, 2019. http://hdl.handle.net/1928/25824.

MLA Handbook (7th Edition):

Wehrli, Bryan. “Locus and Praxis in the Denver Teacher Residency.” 2015. Web. 22 Sep 2019.

Vancouver:

Wehrli B. Locus and Praxis in the Denver Teacher Residency. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1928/25824.

Council of Science Editors:

Wehrli B. Locus and Praxis in the Denver Teacher Residency. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/25824

.