You searched for +publisher:"Vanderbilt University" +contributor:("Leona Schauble").
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Vanderbilt University
1.
Dickes, Amanda Catherine.
Computational Modeling in the Elementary Science Classroom.
Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University
URL: http://hdl.handle.net/1803/10406 
► In recent years, leading educational scholars have argued for computational thinking to be an essential focus of K12 curriculum. Although now incorporated as an essential…
(more)
▼ In recent years, leading educational scholars have argued for computational thinking to be an essential focus of K12 curriculum. Although now incorporated as an essential concept for STEM education, research has shown that curricular integration of computational thinking and modeling is a complex and challenging endeavor which involves the introduction and adoption of new literacies to both teachers and students, alongside disciplinary ideas and practices that students already find challenging to understand. This three-paper dissertation addresses the challenge of merging computational thinking and modeling with elementary science curricula along three dimensions – material, cognitive and social - by investigating how students and the classroom teacher make use of forms of activity that integrate agent-based computational modeling with other forms of scientific modeling to support the co-development of scientific and computational literacy in the elementary classroom. The first paper examines the close-interplay between the material and cognitive dimensions by investigating the forms of reasoning fourth graders utilized to develop more expert-like explanations of predator-prey relationships and population change due to natural selection after interacting with an agent-based model. The second paper elaborates on the interplay between the material and cognitive dimensions as well as extends the work conducted in the first paper by investigating how computational modeling is enhanced through its integration with other material forms, specifically with scientific modeling. The role of the teacher in re-shaping the structure of activity, and how those re-shapings influenced the knowledge that developed during activity was an additional component of this work. The third paper takes a more integrative stance and investigates the interplay between social, material and cognitive dimensions of emerging computational and scientific literacies through the development of sociomathematical norms across several months of activity. This paper advances an argument that the teacher’s emphasis on mathematizing and measurement as key forms of learning activities helped to meaningfully establish computation as the “language” of science in the elementary classroom. As a set, this work contributes to our understanding of how computational thinking and programming can transform elementary science education. Together, these papers illustrate how integration of computation as a language of science in the elementary classroom involves careful consideration of the complex interplay between materials, both computational and non-computational, cognition and classroom culture and highlights the complex social dimensions that allow (or do not allow) various computational competencies to thrive in a classroom setting.
Advisors/Committee Members: Pratim Sengupta (committee member), Leona Schauble (committee member), Gautam Biswas (committee member), Richard Lehrer (Committee Chair).
Subjects/Keywords: Computational Literacy; Modeling; Elementary Science; Researcher-Teacher Partnerships
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APA (6th Edition):
Dickes, A. C. (2017). Computational Modeling in the Elementary Science Classroom. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10406
Chicago Manual of Style (16th Edition):
Dickes, Amanda Catherine. “Computational Modeling in the Elementary Science Classroom.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/10406.
MLA Handbook (7th Edition):
Dickes, Amanda Catherine. “Computational Modeling in the Elementary Science Classroom.” 2017. Web. 01 Mar 2021.
Vancouver:
Dickes AC. Computational Modeling in the Elementary Science Classroom. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/10406.
Council of Science Editors:
Dickes AC. Computational Modeling in the Elementary Science Classroom. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/10406
Vanderbilt University
2.
Kobiela, Marta Anna.
Mathematical defining as a practice: Investigations of characterization, investigation, and development.
Degree: PhD, Teaching and Learning, 2012, Vanderbilt University
URL: http://hdl.handle.net/1803/14927
► In recent years, the field of mathematics education has advocated for an expanded view of what it means to know mathematics and participate in mathematics…
(more)
▼ In recent years, the field of mathematics education has advocated for an expanded view of what it means to know mathematics and participate in mathematics as a practice. Here, I present three papers that describe my investigations of how students participate in the important mathematical practice of defining. The first paper consists of a review of research about how K-16 students participated in establishing and refining mathematical definitions. Analysis of the forms of activity revealed by this research led to the construction of a synthetic framework to more closely describe the practice of defining, which I termed Aspects of Definitional Practice. These aspects included asking definitional questions, constructing and/or evaluating examples, and constructing definitional explanations or arguments. In the second paper, the Aspects framework served as a lens for investigating how defining was initially established in one middle school classroom. The analysis focused on how defining was realized in interactions among students and between the teacher and students. The third paper describes how students’ participation in Aspects of Definitional Practice developed over time, and how change in participation influenced the development of mathematical knowledge. Collectively, the three papers provide: (a) an analytic and theoretical framework for examining the mathematical practice of defining as it might be constituted in classrooms; (b) an analysis of the initial establishment of this form of practice as instantiated in interaction among students and their teacher; and (c) an investigation of how knowledge, practice and the interactions that contribute to their co-constitution develop and change over time.
Advisors/Committee Members: Leona Schauble (committee member), Ilana Horn (committee member), Philip Crooke (committee member), Richard Lehrer (Committee Chair).
Subjects/Keywords: mathematical defining; mathematical definition; mathematical practices
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APA (6th Edition):
Kobiela, M. A. (2012). Mathematical defining as a practice: Investigations of characterization, investigation, and development. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14927
Chicago Manual of Style (16th Edition):
Kobiela, Marta Anna. “Mathematical defining as a practice: Investigations of characterization, investigation, and development.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/14927.
MLA Handbook (7th Edition):
Kobiela, Marta Anna. “Mathematical defining as a practice: Investigations of characterization, investigation, and development.” 2012. Web. 01 Mar 2021.
Vancouver:
Kobiela MA. Mathematical defining as a practice: Investigations of characterization, investigation, and development. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/14927.
Council of Science Editors:
Kobiela MA. Mathematical defining as a practice: Investigations of characterization, investigation, and development. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14927
Vanderbilt University
3.
Russo, Colleen Elizabeth.
Young Children’s Representational Understanding:
The Effect of Experience with Live Video.
Degree: PhD, Psychology, 2017, Vanderbilt University
URL: http://hdl.handle.net/1803/11451
► The current research examines the effect of experience with smartphone photography and live video on children’s ability to use representational media as a source of…
(more)
▼ The current research examines the effect of experience with smartphone photography and live video on children’s ability to use representational media as a source of information to solve a current problem. In research conducted before the introduction of smartphones, 2½-year-old children were successful in finding a hidden object using videos and pictures, but 2-year-olds failed to use information from either pictorial medium. Experience with live video, however, improved young children’s object retrieval with both video and pictures. Because the previous research on this topic was conducted over a decade ago, changes in photo and video technology may give toddlers today experience that promotes their use of information from pictorial media. Two experiments with 24-month-olds are presented, one focusing on photos and the other on video. Results of experiment one suggest that highlighting the temporal contingency of digital photos aids children to understand and use photos as representations. Results of experiment two demonstrate that toddlers today (unlike toddlers a decade ago) extract verbal information provided on live video equally as well as information presented in person. Implications of the findings are discussed, as well as the role that experience plays in the development of children’s representational understanding.
Advisors/Committee Members: John Rieser (committee member), Leona Schauble (committee member), Megan Saylor (committee member), Georgene Troseth (Committee Chair).
Subjects/Keywords: Skype; digital photos; live video; symbolic development; toddlers; children; FaceTime; technology; representations
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APA (6th Edition):
Russo, C. E. (2017). Young Children’s Representational Understanding:
The Effect of Experience with Live Video. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11451
Chicago Manual of Style (16th Edition):
Russo, Colleen Elizabeth. “Young Children’s Representational Understanding:
The Effect of Experience with Live Video.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/11451.
MLA Handbook (7th Edition):
Russo, Colleen Elizabeth. “Young Children’s Representational Understanding:
The Effect of Experience with Live Video.” 2017. Web. 01 Mar 2021.
Vancouver:
Russo CE. Young Children’s Representational Understanding:
The Effect of Experience with Live Video. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/11451.
Council of Science Editors:
Russo CE. Young Children’s Representational Understanding:
The Effect of Experience with Live Video. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/11451
Vanderbilt University
4.
Ma, Jasmine Y.
Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.
Degree: PhD, Teaching and Learning, 2012, Vanderbilt University
URL: http://hdl.handle.net/1803/12652
► This dissertation presents the first iteration of a design study that investigates an instructional setting that I call Walking Scale Geometry (WSG). WSG tasks are…
(more)
▼ This dissertation presents the first iteration of a design study that investigates an instructional setting that I call Walking Scale Geometry (WSG). WSG tasks are geometry problems that are meant to be solved at very large scale, outdoors, using everyday materials, by groups of students. This setting disrupts typical classroom mathematics in four ways: a) problems are solved outdoors, in large open spaces, rather than in classrooms at desks; b) classroom representational and conceptual tools like paper and pencil, rulers, protractors, and hands are replaced with everyday materials like ropes, lawn flags, and students’ whole bodies; c) students see geometric figures from intrinsic perspectives, rather than extrinsic, bird’s-eye- views; d) the division of labor is such that problems cannot be solved individually. WSG is designed to constitute a mediating setting that supports the recruitment of resources for learning and doing mathematics, and access to participation (opportunities to learn) not typically available in classroom instruction. Students’ shared experiences in the WSG setting can be leveraged in classroom instruction to support productive hybridity, improving geometry learning for all students.
I compare implementation of WSG tasks in two different instructional contexts: an urban seventh grade mathematics class and a summer enrichment course for high achieving rising ninth and tenth graders. Data include audio, video, and photographic records of design and instruction, field notes, student work artifacts, and interviews. Micro-analysis focused on students’ joint, whole-bodied accomplishment of WSG tasks and the resources that students recruited for participation and problem-solving. I demonstrate that aspects of the multi-party, whole-bodied activity, the use of everyday materials in inventing new representational practices, and the interconnectedness of the inscriptional system support access to participation with a variety of forms of mathematical engagement, and make available novel resources for problem-solving. I conclude with comments regarding the next iteration of WSG task design, classroom instruction that can legerage students’ experiences in the WSG setting, and thoughts about what a design for ensemble mathematics might entail.
Advisors/Committee Members: Kevin Leander (committee member), Leona Schauble (committee member), Georgene Troseth (committee member), Rogers Hall (Committee Chair).
Subjects/Keywords: ensemble learning; embodied cognition; walking scale geometry; disruptions; hybridity; geometry; ensemble mathematics
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APA (6th Edition):
Ma, J. Y. (2012). Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12652
Chicago Manual of Style (16th Edition):
Ma, Jasmine Y. “Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/12652.
MLA Handbook (7th Edition):
Ma, Jasmine Y. “Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity.” 2012. Web. 01 Mar 2021.
Vancouver:
Ma JY. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/12652.
Council of Science Editors:
Ma JY. Changing Local Practice for Good: Walking Scale Geometry as Designed Disruptions for Productive Hybridity. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/12652
Vanderbilt University
5.
Krishnan, Gokul.
Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning.
Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University
URL: http://hdl.handle.net/1803/13938
► This study focuses on the learning of preteen children who must repeatedly spend periods of several days or weeks in a hospital setting because they…
(more)
▼ This study focuses on the learning of preteen children who must repeatedly spend periods of several days or weeks in a hospital setting because they require treatment for Cystic Fibrosis, a chronic disease. Hospitalized preteenagers struggle with a number of issues that may impact their learning, including interruption of everyday routines and activities, including school; a diminished sense of agency over one’s immediate and long-term goals; isolation from peers; and anxieties about the future. To address these challenges I presented eight pre-teen patients with a mobile Makerspace and supported their personal efforts in devising and implementing design and invention projects with a range of digital devices. Patients recruited and negotiated a wide range of resources (including conceptual, material, and social) for purposes of pursuing their personal goals with the Makerspace. This view of learning emphasizes the role of children’s personal agency in orchestrating their own learning and identity formation as a critical long-term consequence. Across eight case studies, patients working with the Makerspace adopted a varied set of positions with respect to design and making. I call these Maker Mentalities, because they seem to be predominant orientations toward design. These mentalities were characterized by different motives and processes, such as whether patients valued the inclusion of other people in the design process and whether their engineering approaches were predominantly systematic or tended to capitalize on fortuitous, trial-and-error discoveries. I also describe the categories and duration of patient projects, their formats they devised for documenting their work for others, and the Makerspace’s influences on patient mobility and health.
Advisors/Committee Members: Rogers Hall (committee member), David Owens (committee member), Jay Clayton (committee member), Leona Schauble (Committee Chair).
Subjects/Keywords: Makerspace; Maker Movement; Maker Therapy; Patient Education; Mobile Makerspace
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APA (6th Edition):
Krishnan, G. (2015). Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13938
Chicago Manual of Style (16th Edition):
Krishnan, Gokul. “Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13938.
MLA Handbook (7th Edition):
Krishnan, Gokul. “Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning.” 2015. Web. 01 Mar 2021.
Vancouver:
Krishnan G. Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13938.
Council of Science Editors:
Krishnan G. Designing a Mobile Makerspace for Children’s Hospital Patients: Enhancing Patients’ Agency and Identity in Learning. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/13938
Vanderbilt University
6.
Wilson, Jonee.
Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.
Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University
URL: http://hdl.handle.net/1803/13455
► This dissertation reports on a retrospective analysis of a design study conducted in partnership between researchers and the leaders of a large U.S. urban district…
(more)
▼ This dissertation reports on a retrospective analysis of a design study conducted in partnership between researchers and the leaders of a large U.S. urban district to investigate and support the development of professional development (PD) facilitators. The intent of the study was to examine what PD facilitators need to know and be able to do in order to design and implement high-quality professional development (HQPD), and to test and improve a design for supporting the development of this expertise. HQPD refers to PD that has the potential to support teachers in significantly reorganizing their current practice in order to develop inquiry-oriented teaching practices that support all students’ engagement in rigorous disciplinary activity. This design study is a case of supporting the development of district capacity to provide HQPD for teachers by supporting the development of content specific PD facilitation practices. In reporting on this design study, I describe the work of developing, testing, and revising conjectures about both the PD facilitators’ learning process and effective means of supporting that learning. In reporting this work, I contribute to developing theories about how to support PD facilitators’ learning more generally. My analysis provides a rationale for proposed revisions to the design for PD facilitators’ learning that can be examined in future research.
Advisors/Committee Members: Leona Schauble (committee member), Ilana Horn (committee member), Kara Jackson (committee member), Paul Cobb (Committee Chair).
Subjects/Keywords: Teacher Education; Professional Development for PD leaders; Mathematics Education; Professional Development
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APA (6th Edition):
Wilson, J. (2015). Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13455
Chicago Manual of Style (16th Edition):
Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13455.
MLA Handbook (7th Edition):
Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.” 2015. Web. 01 Mar 2021.
Vancouver:
Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13455.
Council of Science Editors:
Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/13455
Vanderbilt University
7.
Jones, Ryan Seth.
A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes.
Degree: PhD, Learning, Teaching and Diversity, 2014, Vanderbilt University
URL: http://hdl.handle.net/1803/15257
► In program evaluation research, measures of realized classroom instruction are often referred to as fidelity measures. Although there is a wide consensus that fidelity measures…
(more)
▼ In program evaluation research, measures of realized classroom instruction are often referred to as fidelity measures. Although there is a wide consensus that fidelity measures should be grounded in the program theories guiding the intervention, there is very little explicit discussion of how to adequately represent program theories, or how to scale a measure that can be interpreted in terms of the program theories. This dissertation is an example of a construct modeling approach to fidelity measurement. Here program theory is represented as the structure, processes, and underlying constructs of the designed intervention. Observable variables were generated and scored, and the data was modeled using a Partial Credit Model. The model largely supports the distinctions in the construct map and the correspondence between construct and scale. Additional implications for observation measures of classroom interactions are discussed.
Advisors/Committee Members: Leona Schauble (committee member), Ilana Horn (committee member), Mark Lipsey (committee member), Mark Wilson (committee member), Richard Lehrer (Committee Chair).
Subjects/Keywords: Math Education; Classroom Discourse; Fidelity; Measurement; Statistics Education
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APA (6th Edition):
Jones, R. S. (2014). A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15257
Chicago Manual of Style (16th Edition):
Jones, Ryan Seth. “A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/15257.
MLA Handbook (7th Edition):
Jones, Ryan Seth. “A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes.” 2014. Web. 01 Mar 2021.
Vancouver:
Jones RS. A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/15257.
Council of Science Editors:
Jones RS. A Construct Modeling Approach to Measuring Fidelity in Data Modeling Classes. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/15257
Vanderbilt University
8.
Kim, Min-Joung.
Tracing the naturalization of a learning progression centered assessment system in a teacher community.
Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University
URL: http://hdl.handle.net/1803/11041
► The goal of this study is to investigate how a learning-progression-centered assessment system mediated the collaborative efforts between teachers and researchers in reorienting assessment toward…
(more)
▼ The goal of this study is to investigate how a learning-progression-centered assessment system mediated the collaborative efforts between teachers and researchers in reorienting assessment toward improving the quality of instruction and supporting student learning. In particular, this study aims to understand how the learning-progression-centered assessment system can support teachers to orchestrate productive classroom discussion based on the path outlined in the learning progression to make conceptual progress.
The analysis of four case teachers provides evidence that the assessment system supported teachers in developing understandings of the big ideas of data, chance and statistics and of the learning progressions of statistical reasoning. In addition, the assessment system supported the teachers in transforming assessment practices in their classrooms. The teachers demonstrated construct-centered orchestration of assessment talk: structuring classroom interaction centered on important mathematical ideas represented in the classification system and/or aligning the instructional trajectory with the learning progressions to support student learning.
This study suggests that learning progressions as a classification system can be an effective tool to disrupt the historically developed classificatory system for assessment in modern schooling (i.e., right or wrong) and eventually overwrite it with a disciplinary perspective on mathematics. The field needs to develop more content-specific classification systems to inspect qualities of students’ reasoning and teachers’ interpretations of students’ reasoning.
Advisors/Committee Members: Rogers Hall (committee member), Ilana Horn (committee member), Leona Schauble (committee member), Norbert Ross (committee member), Rich Lehrer (Committee Chair).
Subjects/Keywords: learning progression based instruction; learning progression centered assessment; boundary objects; statistics education; mathematics teacher professional development; learning progression
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APA (6th Edition):
Kim, M. (2013). Tracing the naturalization of a learning progression centered assessment system in a teacher community. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11041
Chicago Manual of Style (16th Edition):
Kim, Min-Joung. “Tracing the naturalization of a learning progression centered assessment system in a teacher community.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/11041.
MLA Handbook (7th Edition):
Kim, Min-Joung. “Tracing the naturalization of a learning progression centered assessment system in a teacher community.” 2013. Web. 01 Mar 2021.
Vancouver:
Kim M. Tracing the naturalization of a learning progression centered assessment system in a teacher community. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/11041.
Council of Science Editors:
Kim M. Tracing the naturalization of a learning progression centered assessment system in a teacher community. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/11041
Vanderbilt University
9.
McEldoon, Katherine Lindsay.
Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations.
Degree: PhD, Psychology, 2014, Vanderbilt University
URL: http://hdl.handle.net/1803/11715
► Novice learning is often supported through the use of worked examples. To increase the effectiveness of worked examples, instructional explanations can be incorporated to support…
(more)
▼ Novice learning is often supported through the use of worked examples. To increase the effectiveness of worked examples, instructional explanations can be incorporated to support understanding. Unfortunately, worked examples and explanations are at times ineffective due to low levels of learner engagement or processing. A focused processing stance, which states that learners should focus primarily on understanding relevant domain concepts, has been put forth as one way to increase learner engagement. However, in some cases this focus on concepts alone can hinder an understanding of related procedures. The current study proposes a modified focused processing stance, where learners focus not only on domain concepts, but also on problem-solving procedures through the use of incomplete worked examples and explanations (instructional- and self-explanations). The current study evaluates the modified focused processing stance with instructional materials designed to elicit more and less focused processing. Undergraduate students (N = 74) learning about analysis of variance in an introductory statistics course completed instructional activities with more and less focused processing requirements across two weeks. More focused processing materials included (1) incomplete worked examples with gaps that facilitated linking operators within a problem-solving procedure with the goals the operators accomplished and (2) self-explanation prompts, which students were given prior to receiving instructional explanations. The less focused processing materials had (1) incomplete worked examples whose gaps could be completed without consideration of goal-operator combinations and (2) instructional explanations to copy or paraphrase. There was a significant benefit of the more focused processing activities for knowledge of both concepts and procedures at week one. However, at week two there was no significant benefit of more focused processing materials. Secondary analyses suggest that student compliance in the focused processing activities were lower at week two, perhaps contributing to this lack of effect. Learning from worked examples can be enhanced by using incomplete worked examples and explanations to focus attention on concepts and procedures. Results are discussed in terms of student engagement with the learning activities and in relation to other learning frameworks.
Advisors/Committee Members: Georgene Troseth (committee member), Professor Bruce McCandliss (committee member), Leona Schauble (committee member), Professor Bethany Rittle-Johnson (Committee Chair).
Subjects/Keywords: statistics; active learning; constructive learning; self-explanations; instructional explanations; worked examples
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APA (6th Edition):
McEldoon, K. L. (2014). Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11715
Chicago Manual of Style (16th Edition):
McEldoon, Katherine Lindsay. “Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/11715.
MLA Handbook (7th Edition):
McEldoon, Katherine Lindsay. “Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations.” 2014. Web. 01 Mar 2021.
Vancouver:
McEldoon KL. Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/11715.
Council of Science Editors:
McEldoon KL. Supporting Novice Learning Through Focused Processing of Worked Examples and Explanations. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11715
Vanderbilt University
10.
Bentley, Lydia Claire.
Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.
Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University
URL: http://hdl.handle.net/1803/14145
► My research questions pertain to (1) how Black undergraduate students—who were interested in STEM at college entrance—perceive influences on their choice of a STEM or…
(more)
▼ My research questions pertain to (1) how Black undergraduate students—who were interested in STEM at college entrance—perceive influences on their choice of a STEM or non-STEM major and (2) to how students’ lived experiences in STEM appear to have challenged their success in their intended postsecondary STEM pathways. In exploring the answers to these questions, I focused on students in two different contexts—a historically Black college (HBCU) and a predominantly White institution (PWI). In addition, I traced out the racialized nature of students’ experiences and uncovered ways that STEM structures (e.g., instructional practices) seemed to be impacting their academic choice processes. Using qualitative interview methodology, I uncovered several findings. STEM structures formed barriers to the expression of certain students’ values that, in turn, dissuaded them from persisting in STEM. Introductory course expectations appeared to reify racialized inequalities in pre-college educational access. Some students’ lack of access to effective college STEM supports in the areas of instruction and academic advising was compounded by unequal access to compensatory, informal, STEM supports which were dispensed along racial lines. Microaggressions in STEM spaces were evident on both PWI and HBCU campuses, though HBCU students more frequently revealed how their STEM professors at times marginalized them because of their gender, nationality, and assumed class identities. Based on these findings, I offer a series of recommendations for how undergraduate STEM programs might be more supportive of equity and diversity with respect to Black undergraduate students.
Advisors/Committee Members: Luis Leyva,Ph.D. (committee member), Tony Brown, Ph.D. (committee member), Leona Schauble, Ph.D. (Committee Chair), Ebony O. McGee, Ph.D. (Committee Chair).
Subjects/Keywords: Black college students; Underrepresented minority students; STEM persistence; higher education; STEM education
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APA (6th Edition):
Bentley, L. C. (2017). Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14145
Chicago Manual of Style (16th Edition):
Bentley, Lydia Claire. “Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/14145.
MLA Handbook (7th Edition):
Bentley, Lydia Claire. “Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways.” 2017. Web. 01 Mar 2021.
Vancouver:
Bentley LC. Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/14145.
Council of Science Editors:
Bentley LC. Black College Students’ Choice of STEM Major: An Analysis of their Perceptions and Experiences in their Intended STEM Pathways. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14145
Vanderbilt University
11.
Rivera, Bretta Louise.
Supporting Preschoolers’ Narrative Development
Through Play and Vocabulary Instruction
Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction.
Degree: PhD, Learning, Teaching and Diversity, 2019, Vanderbilt University
URL: http://hdl.handle.net/1803/14272
► Early narrative proficiency is of central importance to literacy and academic achievement. Book reading and play are widely considered to be rich narrative learning experiences,…
(more)
▼ Early narrative proficiency is of central importance to literacy and academic achievement. Book reading and play are widely considered to be rich narrative learning experiences, however, the mechanisms by which adult-supported play fosters growth have not been examined. We explored two possible pathways for narrative development: 1) by improving representation of story events through play; and 2) by fostering learning of vocabulary needed to understand the story. Data come from an intervention, with 145 preschoolers, designed to develop children’s vocabulary and language skills by reading books followed by three different play conditions: directed play where adults directed enactment of the story; guided play where adults extended children’s play ideas; and free play where adults did not participate. Children were assessed on target vocabulary and story recall of one of the books, and a recall measure required children to retell the narrative as they viewed 10 pages from one of the book s. Narratives were scored for units of story information. Multilevel modeling was used to account for nested data, and analyses controlled for book theme, age and attendance. Results indicate that narrative ability and vocabulary gains are significantly and positively associated, when controlling for age, pre-test attendance and book theme. Children who learned more vocabulary were more likely to retell more story details. Children in the adult directed play condition told significantly more detailed stories than children in unsupervised play. Moreover, this relationship between adult supported play and narrative is mediated by children’s vocabulary gains. These results demonstrate that learning story-specific words in the context of adult supported story enactment is an effective instructional method for supporting narrative growth. A qualitative examination and comparison of the play conditions offers additional insights into the adult-support strategies and adult-child interactions during different play support methods.
Advisors/Committee Members: Leona Schauble (committee member), Allyssa McCabe (committee member), Deborah Wells Rowe (committee member), David K. Dickinson (Committee Chair).
Subjects/Keywords: play; preschool; intervention; narrative; Vocabulary; oral language; drama
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APA (6th Edition):
Rivera, B. L. (2019). Supporting Preschoolers’ Narrative Development
Through Play and Vocabulary Instruction
Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14272
Chicago Manual of Style (16th Edition):
Rivera, Bretta Louise. “Supporting Preschoolers’ Narrative Development
Through Play and Vocabulary Instruction
Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/14272.
MLA Handbook (7th Edition):
Rivera, Bretta Louise. “Supporting Preschoolers’ Narrative Development
Through Play and Vocabulary Instruction
Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction.” 2019. Web. 01 Mar 2021.
Vancouver:
Rivera BL. Supporting Preschoolers’ Narrative Development
Through Play and Vocabulary Instruction
Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/14272.
Council of Science Editors:
Rivera BL. Supporting Preschoolers’ Narrative Development
Through Play and Vocabulary Instruction
Supporting Preschoolers’ Narrative Development Through Play and Vocabulary Instruction. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/14272
Vanderbilt University
12.
Zhou, Wenyan.
Dimensions and Levels of Students' Understanding of Area Measurement.
Degree: PhD, Teaching and Learning, 2012, Vanderbilt University
URL: http://hdl.handle.net/1803/11709
► Based on a synthesis of prior research, this study proposes a three dimensional framework to describe the cognitive achievements important for understanding area measurement in…
(more)
▼ Based on a synthesis of prior research, this study proposes a three dimensional framework to describe the cognitive achievements important for understanding area measurement in upper elementary school years (grade 4-6). Levels within each of the three dimensions were specified. Items were developed to elicit performances indicative of those levels. To refine the items prior to field testing, cognitive interviews were conducted with 28 students (grade 4-5) recruited from two schools in the southeastern US. Sixty items were selected and revised based on results of the cognitive interviews. These 60 items were then piloted with a sample of 267 students (grade 4-6) recruited from the same schools from which participants of the cognitive interviews were recruited. The psychometric properties of the items were analyzed using both classical methods and item response theories (IRT) models. The IRT analyses indicate that the three-dimensional model fits better than the one- and two-dimensional models. Furthermore, the order of the items in general follows the order of the levels they targeted. Quality of the assessment was examined regarding both its reliability and validity. While there might be some concerns of gender DIF in a few of the items, in general the psychometric properties of the assessment were satisfactory. In summary, the results of this study supports the three dimensional framework for describing cognitive achievements in understanding area measurement.
Advisors/Committee Members: Sun-Joo Cho (committee member), Georgene Troseth (committee member), Leona Schauble (committee member), Rogers Hall (committee member), Rich Lehrer (Committee Chair).
Subjects/Keywords: assessment; area measurement; mathematics education
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APA (6th Edition):
Zhou, W. (2012). Dimensions and Levels of Students' Understanding of Area Measurement. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11709
Chicago Manual of Style (16th Edition):
Zhou, Wenyan. “Dimensions and Levels of Students' Understanding of Area Measurement.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/11709.
MLA Handbook (7th Edition):
Zhou, Wenyan. “Dimensions and Levels of Students' Understanding of Area Measurement.” 2012. Web. 01 Mar 2021.
Vancouver:
Zhou W. Dimensions and Levels of Students' Understanding of Area Measurement. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/11709.
Council of Science Editors:
Zhou W. Dimensions and Levels of Students' Understanding of Area Measurement. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/11709
Vanderbilt University
13.
Rouse, Robert James.
Investigating how K-12 students engage in engineering practices.
Degree: PhD, Learning, Teaching and Diversity, 2014, Vanderbilt University
URL: http://hdl.handle.net/1803/13759
► Recently, the field of science education has advocated for systematic explorations of the affordances of an integrated STEM education. Accordingly, in this three-paper dissertation I…
(more)
▼ Recently, the field of science education has advocated for systematic explorations of the affordances of an integrated STEM education. Accordingly, in this three-paper dissertation I investigate how students build conceptual knowledge in science by participating in engineering practices, such as design, and how students develop aesthetics about these practices. The first paper, a review of the literature on K-12 design-based science, documents that although design-based science learning environments engage students in activities that support the development of important scientific ideas, there are often significant and substantial differences in engineering and scientific practices that are not experienced by students in these environments. Papers two and three are empirical investigations of a class of seventh grade paper engineers engaged in the design of pop-up books. The second paper characterizes the cognitive and social resources students drew upon to design pop-ups. It also illustrates how students’ collective participation in practices of reverse engineering and troubleshooting supported reasoning about the structure and function of these pop-up (i.e., four-bar linkage) systems. The third paper extends the second paper by: (a) illustrating the affordances of pop-up design as a medium for self-expression and (b) documenting what individual students understood about pop-up structure and function as they engaged in the collective practice of troubleshooting. The set of papers provides a foundation for understanding how to structure interdisciplinary learning environments in which participation in engineering practices is a medium for self-expression and learning about how systems function.
Advisors/Committee Members: Leona Schauble (committee member), Barbara Stengel (committee member), Donald L. Compton (committee member), Richard Lehrer (Committee Chair).
Subjects/Keywords: design-based science; Engineering design; practices
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APA (6th Edition):
Rouse, R. J. (2014). Investigating how K-12 students engage in engineering practices. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13759
Chicago Manual of Style (16th Edition):
Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13759.
MLA Handbook (7th Edition):
Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Web. 01 Mar 2021.
Vancouver:
Rouse RJ. Investigating how K-12 students engage in engineering practices. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13759.
Council of Science Editors:
Rouse RJ. Investigating how K-12 students engage in engineering practices. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/13759
Vanderbilt University
14.
Manz, Eve Isabella.
Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling.
Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University
URL: http://hdl.handle.net/1803/13026
► Science education is increasingly organized around engaging students in scientific practices, positioning them as makers of knowledge. However, there is significant uncertainty both about how…
(more)
▼ Science education is increasingly organized around engaging students in scientific practices, positioning them as makers of knowledge. However, there is significant uncertainty both about how to initiate students into these practices and how domain knowledge and participation in practice should be integrated in instruction. This three-paper dissertation addresses these challenges by situating students’ activity within the overarching enterprise of modeling. The first paper is a conceptual review of the literature on scientific argumentation. It conceptualizes argumentation as the social activity that problematizes and stabilizes modeling practice and proposes three directions for research: carefully designing uncertainty into students’ activity, describing how students critique not just what they know but the means by which they know it, and attending to the development of practice.
The second and third papers are empirical studies of third grade students’ scientific activity in a backyard ecosystem; they trace the relation between students’ modeling practice and the development of ecological understanding. The second paper documents four phases of instruction during one school year, following the development of one disciplinary idea, the reproductive success of plants. It traces how students’ activity facilitated the visibility and utility of meanings for reproduction, which, in turn, shaped students’ subsequent modeling practice. The third paper presents a close analysis of students’ work around one experiment, with which they sought to understand how different amounts of light might account for the pattern of plant distribution in the backyard. It describes the aspects of modeling practice students engaged in as they worked with the experiment, how their practice made contact with ecological ideas, and how forms of practice and disciplinary understandings developed over the course of eight weeks of activity.
As a set, the papers illustrate productive contacts between the social, conceptual, and epistemic aspects of scientific activity that can be cultivated in instructional experiences that are typical in elementary school. In addition, they present, test, and refine design principles for engineering learning environments in which knowledge-making is both accessible to students and a useful foundation for disciplinary understandings.
Advisors/Committee Members: Douglas Clark (committee member), Rogers Hall (committee member), Norbert Ross (committee member), Leona Schauble (Committee Chair), Richard Lehrer (Committee Chair).
Subjects/Keywords: ecology; elementary education; science-as-practice; modeling; science education
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APA (6th Edition):
Manz, E. I. (2013). Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13026
Chicago Manual of Style (16th Edition):
Manz, Eve Isabella. “Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13026.
MLA Handbook (7th Edition):
Manz, Eve Isabella. “Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling.” 2013. Web. 01 Mar 2021.
Vancouver:
Manz EI. Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13026.
Council of Science Editors:
Manz EI. Integrating the Epistemic, Conceptual, and Social Aspects of Scientific Modeling. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13026
Vanderbilt University
15.
Gibbons, Lynsey Kay.
Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.
Degree: PhD, Teaching, Learning, and Diversity, 2012, Vanderbilt University
URL: http://hdl.handle.net/1803/13179
► This three-paper dissertation investigates how mathematics coaches support teachers to develop ambitious instructional practices that will provide richer opportunities for students’ learning. The goal of…
(more)
▼ This three-paper dissertation investigates how mathematics coaches support teachers to develop ambitious instructional practices that will provide richer opportunities for students’ learning. The goal of the first study was to identify types of activities established in the professional learning literature as being likely to support teachers’ development of high quality instructional practices. Therefore, I conducted a conceptual analysis to determine the potential value of different types of activities in terms of the learning opportunities they provide for teachers to develop deeper understandings of mathematics, student reasoning, and ambitious instructional practices. The results of this analysis delineated a range of activities that, when facilitated effectively by coaches, have the potential to support teachers’ learning.
In the second study, I used social network and interview data collected across seven middle schools in a large urban district to examine what influenced mathematics coaches to become a central source of expertise. The findings suggest that teachers’ perceptions of the coach’s competence, specific structural aspects of the school setting and principal support may influence whether a majority of teachers within a school go to their coach for advice or information about teaching mathematics.
Finally, in the third study I analyzed interview data of one coach across four years to investigate what, in addition to being relatively accomplished teachers, mathematics coaches need to know and be able to do in order to engage teachers in activities that are likely to support their development. This analysis identified potential practices that coaches need to be able to do and aspects of knowledge that coaches need to provide individualized support for teachers.
Overall, I sought to understand how mathematics coaches can support mathematics teachers’ development. Together, these three interrelated studies constitute a significant step towards this goal and contribute to research on content-focused coaching. In addition to research contributions, these studies have pragmatic implications as the findings can assist district leaders in implementing or revising current school-based coaching designs.
Advisors/Committee Members: Thomas Smith (committee member), Marcy Singer-Gabella (committee member), Leona Schauble (committee member), Paul Cobb (Committee Chair).
Subjects/Keywords: professional development; mathematics coaching
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APA (6th Edition):
Gibbons, L. K. (2012). Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13179
Chicago Manual of Style (16th Edition):
Gibbons, Lynsey Kay. “Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13179.
MLA Handbook (7th Edition):
Gibbons, Lynsey Kay. “Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.” 2012. Web. 01 Mar 2021.
Vancouver:
Gibbons LK. Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13179.
Council of Science Editors:
Gibbons LK. Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/13179
Vanderbilt University
16.
Pfaff, Erin.
The role of teacher rehearsal in classroom mathematics discourse.
Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University
URL: http://hdl.handle.net/1803/12132
► Classroom mathematics discussions are difficult for teachers to orchestrate. They require attending to and responding to students’ ideas about mathematics in ways that are responsive…
(more)
▼ Classroom mathematics discussions are difficult for teachers to orchestrate. They require attending to and responding to students’ ideas about mathematics in ways that are responsive to their approaches, yet also guiding the group toward more sophisticated mathematical understanding. Deliberate practice is a promising approach to preparing teachers for this work. In this dissertation I focus on a form of deliberate practice called rehearsal that provides teachers an opportunity to role-play these discussions while instructors provide coaching and feedback. I provide a synthesis of literature that illuminates the learning opportunities in rehearsal and situates rehearsal as one component of a larger learning cycle that helps teachers learn how to learn from their own practice. I then offer two empirical analyses that examine the role of rehearsal in changes to the classroom practice of inservice middle school math teachers. These analyses conclude that the content of teachers’ questions are particularly susceptible to change as a result of rehearsal and are propelled through moments of teacher self-correction and conflict with previously-established classroom norms.
Advisors/Committee Members: Philip Crooke (committee member), Leona Schauble (committee member), Ilana Horn (committee member), Marcy Singer-Gabella (committee member), Richard Lehrer (Committee Chair).
Subjects/Keywords: teacher education; mathematics education; middle school mathematics; rehearsal; inservice teacher education; classroom discourse
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APA (6th Edition):
Pfaff, E. (2017). The role of teacher rehearsal in classroom mathematics discourse. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12132
Chicago Manual of Style (16th Edition):
Pfaff, Erin. “The role of teacher rehearsal in classroom mathematics discourse.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/12132.
MLA Handbook (7th Edition):
Pfaff, Erin. “The role of teacher rehearsal in classroom mathematics discourse.” 2017. Web. 01 Mar 2021.
Vancouver:
Pfaff E. The role of teacher rehearsal in classroom mathematics discourse. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/12132.
Council of Science Editors:
Pfaff E. The role of teacher rehearsal in classroom mathematics discourse. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/12132
Vanderbilt University
17.
Morabito, Nancy Pierce.
Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science.
Degree: PhD, Teaching and Learning, 2013, Vanderbilt University
URL: http://hdl.handle.net/1803/10928
► This project focuses on whether participation in authentic research experiences has an impact on teachers’ understanding of the Nature of Science (NOS) and, consequently, their…
(more)
▼ This project focuses on whether participation in authentic research experiences has an impact on teachers’ understanding of the Nature of Science (NOS) and, consequently, their classroom instruction related to NOS. In my dissertation, I first explore to what extent participation in research affected teachers’ understanding and in what ways. I then describe any patterns that were evident in aspects of or activities within teachers’ research experiences that suggested that they may help make certain aspects of NOS more salient to participants. Finally, I explain the extent to which any changes took place in teachers’ classroom instruction that reflected shifts in their NOS understanding. Results indicate that, while participation in certain research activities may, in fact, make certain aspects of NOS more understandable for teachers, this does not necessitate change in classroom practice. Implications for research-based teacher professional development programs are explored based on these results.
Advisors/Committee Members: Rogers Hall (committee member), Stacy Klein-Gardner (committee member), Rich Lehrer (committee member), Leona Schauble (Committee Chair).
Subjects/Keywords: science education; professional development; research experiences; nature of science
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APA (6th Edition):
Morabito, N. P. (2013). Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10928
Chicago Manual of Style (16th Edition):
Morabito, Nancy Pierce. “Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/10928.
MLA Handbook (7th Edition):
Morabito, Nancy Pierce. “Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science.” 2013. Web. 01 Mar 2021.
Vancouver:
Morabito NP. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/10928.
Council of Science Editors:
Morabito NP. Research as an Instrument for Change: Examining the Impact of Research Experiences on Teachers’ Conceptions of the Nature of Science. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/10928
Vanderbilt University
18.
Flushman, Tanya.
Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.
Degree: PhD, Teaching and Learning, 2012, Vanderbilt University
URL: http://hdl.handle.net/1803/13244
► This study provides qualitative findings about informational text writing in a prekindergarten classroom. First, I examined children’s understandings of informational text features. Second, I analyzed…
(more)
▼ This study provides qualitative findings about informational text writing in a prekindergarten classroom. First, I examined children’s understandings of informational text features. Second, I analyzed how science journals, as informational texts, were created in social interaction. Lastly, I examined the nature of the children’s journals entries. The participants for this study were 17 low-income children in a public prekindergarten in the mid-South. Data collection included classroom observations by the researcher, videotape of classroom instruction and journal entries. Children were given an Informational Text Interview (ITI) to assess understandings of informational text genre features. An analysis of the ITI showed that children had different levels of interaction with the informational text: by naming key features in the photographs, by responding to how the genre features were functioning and by taking a meta-stance towards the text that considered authorial intention. An analysis of journal writing sessions showed that journals were produced through providing demonstrations, making authentic invitations and accepting children’s approximations. Analyses of focal journal entries showed that children used structures and visual and textual elements of informational texts including diagrams, captions and labels. Children at all stages of writing development were able to produce semantically accurate labels and captions for images.
Advisors/Committee Members: David Dickinson (committee member), Robert Jimenez (committee member), Leona Schauble (committee member), Nell Duke (committee member), Deborah Wells Rowe (Committee Chair).
Subjects/Keywords: content literacy; emergent writing; early childhood; emergent literacy; literacy
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APA (6th Edition):
Flushman, T. (2012). Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13244
Chicago Manual of Style (16th Edition):
Flushman, Tanya. “Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13244.
MLA Handbook (7th Edition):
Flushman, Tanya. “Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.” 2012. Web. 01 Mar 2021.
Vancouver:
Flushman T. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13244.
Council of Science Editors:
Flushman T. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/13244
Vanderbilt University
19.
Wright, Kenneth Allen.
Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.
Degree: PhD, Teaching and Learning, 2012, Vanderbilt University
URL: http://hdl.handle.net/1803/14124
► Actor Network Theory (ANT) is invoked in order to characterize the performance of objects in demonstrations around representational forms, examples of which include tables, equations,…
(more)
▼ Actor Network Theory (ANT) is invoked in order to characterize the performance of objects in demonstrations around representational forms, examples of which include tables, equations, graphs, and embodied, “narrative assemblies.” Statisticians and medical scientists typically depict patterns within populations of objects from the clinic or the laboratory and bind features in (local) representational forms to (global) descriptions of objects elsewhere. Objects perform in the sense that consequential decisions or knowledge claims are posed as contingent upon what these objects do as revealed in impending representational forms. Within their cognitive practice, states of affairs are true because networks of relations have been forged to hold things together. This cognitive practice of demonstrating is shown to be historically rooted and special to the sciences. Drawing from Cognitive Ethnography, learning is characterized here in terms of adaptation within a complex system that includes people and infrastructure. The empirical cases presented here are interpreted from this perspective of ANT in order to provide images of the cognitive practice of learning and images of the cognitive practice of knowledge-production. These empirically-based descriptions provide relevant images of (1) modeling practices in schools, (2) the agency of humans with respect to the agency of mathematical objects with which they interact, and (3) the dialogic nature of learning scientific concepts and scientific practice.
Advisors/Committee Members: Kevin Leander (committee member), Norbert Ross (committee member), Leona Schauble (committee member), Richard Lehrer (committee member), Rogers Hall (Committee Chair).
Subjects/Keywords: nature of science; cognition; actor network theory; educational sociology; science education; mathematics education; constructivist epistemology
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APA (6th Edition):
Wright, K. A. (2012). Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14124
Chicago Manual of Style (16th Edition):
Wright, Kenneth Allen. “Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/14124.
MLA Handbook (7th Edition):
Wright, Kenneth Allen. “Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach.” 2012. Web. 01 Mar 2021.
Vancouver:
Wright KA. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/14124.
Council of Science Editors:
Wright KA. Epistemic, Cognitive Practices in Statistical Consultations: An Actor Network Approach. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14124
Vanderbilt University
20.
Forsythe, Michelle Elizabeth.
Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork.
Degree: PhD, Learning, Teaching and Diversity, 2016, Vanderbilt University
URL: http://hdl.handle.net/1803/13590
► For the past decade science education has increasingly advocated for student participation in the practice of science. However, current representations of scientific practice often under-represent…
(more)
▼ For the past decade science education has increasingly advocated for student participation in the practice of science. However, current representations of scientific practice often under-represent and under-theorize the practices of field-based domains such as ecology. In addition, although ecology has gained increased precedence in K-12 science education, there is a need to better understand what might be productive approximations of practice for students studying field ecology. This dissertation consists of three papers that collectively investigate how to support student learning within the domain of field ecology. The first paper, Wild Designs: The practice of field ecology and its implications for K-12 science education, probes the nature of the practice of field ecology and the forms of learning environments that might potentially support students in this practice. This paper expands the discussion of scientific practice by synthesizing what research studies have uncovered about how ecologists construct knowledge in field settings. The findings highlight the primary practices of field ecologists and the ways in which the nature of field settings shape these practices. The second paper, Sampling in the Wild: How attention to variation supports the development of middle school students’ sampling practice, focuses specifically on how student encounters with variation during ecological fieldwork advance their sampling practice. The findings suggest three ways in which students’ attention to variation within the context of their ecological investigations supports their development of a more sophisticated practice of sampling. Finally the third paper, Disciplining the Wild: The co-development of students’ scientific knowledge and practice during ecological fieldwork, explores how students’ ecological knowledge and practice writ large develop during fieldwork. This paper reports on how case study of one team of four middle grade students changed their perception and their understanding of ecological relationships as well as the ways in which they investigated ecological questions while investigating a local creek. As a set, these papers contribute to current issues and trends in science education by detailing the opportunities that are made available through ecological fieldwork for student development of ecological knowledge and practice.
Advisors/Committee Members: Robert Bohanan (committee member), Heather Johnson (committee member), Rogers Hall (committee member), Leona Schauble (committee member), Richard Lehrer (Committee Chair).
Subjects/Keywords: scientific practice; science education; ecology; content knowledge
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APA (6th Edition):
Forsythe, M. E. (2016). Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13590
Chicago Manual of Style (16th Edition):
Forsythe, Michelle Elizabeth. “Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13590.
MLA Handbook (7th Edition):
Forsythe, Michelle Elizabeth. “Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork.” 2016. Web. 01 Mar 2021.
Vancouver:
Forsythe ME. Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13590.
Council of Science Editors:
Forsythe ME. Investigations of the Wild: The Development of Students' Scientific Practice and Knowledge During Ecological Fieldwork. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/13590
Vanderbilt University
21.
Larbi-Cherif, Adrian Mohamed.
Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.
Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University
URL: http://hdl.handle.net/1803/11453
► Several studies have identified positive relationships between strong principal instructional leadership and improved student outcomes. However, few researchers have examined how principals influence the nature…
(more)
▼ Several studies have identified positive relationships between strong principal instructional leadership and improved student outcomes. However, few researchers have examined how principals influence the nature of instruction, particularly as it relates to ambitious goals for student learning. I conducted a mixed-methods analysis to investigate relationships between principals’ understanding of inquiry-oriented mathematics instruction, district context, school context, and the extent to which they implemented strategies that had the potential to support teachers’ development of ambitious instructional practices. In a logistic regression analysis, I found district membership significantly predicted the implementation of improvement strategies rather than principals’ understanding of inquiry-oriented mathematics instruction. A follow-up qualitative analysis revealed that principals who implemented improvement strategies often sought out other instructional leaders (e.g. district math specialists, school math coach) to both diagnose issues in current math instruction and facilitate learning events (e.g. professional development) to foster improvements in the quality of instruction. Additionally, principals who implemented instructional improvement strategies worked in districts that provided more support for principals as instructional leaders and worked with teachers who had greater instructional expertise. Additional research is needed to understand how principals come to recognize and value instructional leaders with expertise in inquiry-oriented math instruction.
Advisors/Committee Members: Dr. Thomas Smith (committee member), Dr. Melissa Gresalfi (committee member), Dr. Leona Schauble (committee member), Dr. Paul Cobb (Committee Chair).
Subjects/Keywords: policy implementation; principal instructional leadership; mathematics education; teacher learning
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APA (6th Edition):
Larbi-Cherif, A. M. (2017). Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11453
Chicago Manual of Style (16th Edition):
Larbi-Cherif, Adrian Mohamed. “Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/11453.
MLA Handbook (7th Edition):
Larbi-Cherif, Adrian Mohamed. “Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.” 2017. Web. 01 Mar 2021.
Vancouver:
Larbi-Cherif AM. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/11453.
Council of Science Editors:
Larbi-Cherif AM. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/11453
Vanderbilt University
22.
Weinberg, Paul Jason.
Assessing causal mechanistic reasoning: promoting system thinking.
Degree: PhD, Teaching and Learning, 2012, Vanderbilt University
URL: http://hdl.handle.net/1803/12915
► Abstract This dissertation study focuses on children’s development of causal mechanistic reasoning (Machamer, Darden, & Craver, 2000; Russ, Scherr, Hammer, & Mikeska, 2009; Shultz, 1982)…
(more)
▼ Abstract
This dissertation study focuses on children’s development of causal mechanistic reasoning (Machamer, Darden, & Craver, 2000; Russ, Scherr, Hammer, & Mikeska, 2009; Shultz, 1982) in the area of simple mechanics. Reasoning about mechanism is critical to disciplined inquiry in science and engineering. This study focuses on a content domain within this area (i.e., reasoning about the motion of simple levered machines). Much extant literature addresses the cognitive resources children bring to situations involving topics like these. However, ironically, research also shows that older children (high school aged) and adults have great difficulty reasoning within these same domains. There is little research that addresses how this form of students’ scientific reasoning changes from the time they enter elementary school to high school and adulthood.
This dissertation describes the development of an assessment instrument that diagnoses individuals’ mechanistic reasoning about the motion of simple levered machines. This assessment allows for the characterization and examination of different forms of reasoning that participants used to explain the motion of the levered machines. Elements of participants’ causal mechanistic reasoning are characterized. The participants included elementary, middle, and high school students as well as college undergraduates and adults without any college education. The vast majority (89%) of participants responded to the assessment items by diagnosing at least one machine mechanism as they predicted machine motion, suggesting that people in all the participant age groups have sufficient resources to engage in causal mechanistic reasoning about these systems. The results of IRT item analysis show that item difficulty depends on characteristics of the machines being diagnosed (e.g., number of levers, lever type, and the presence of intermediate levers). In addition, IRT modeling show that there is a difference between those participants who can diagnose all of a machine’s mechanistic elements and those who can both diagnose and causally connect them from input to output. The capacity to both diagnose and causally trace through the components of mechanical systems is important in STEM (science, technology, engineering, and mathematics) disciplines; it is also important in how individuals make sense of the designed world. Finally, this study addresses the stability of mechanistic reasoning by looking at the extent to which it is either consistently applied or, alternatively, disrupted by various machine characteristics.
Advisors/Committee Members: Richard Lehrer (committee member), Rogers Hall (committee member), Sun-Joo Cho (committee member), Phillip Crooke (committee member), Leona Schauble (Committee Chair).
Subjects/Keywords: The Learning Sciences; Science Education; Engineering Education; STEM Education; Assessment Design
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APA (6th Edition):
Weinberg, P. J. (2012). Assessing causal mechanistic reasoning: promoting system thinking. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12915
Chicago Manual of Style (16th Edition):
Weinberg, Paul Jason. “Assessing causal mechanistic reasoning: promoting system thinking.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/12915.
MLA Handbook (7th Edition):
Weinberg, Paul Jason. “Assessing causal mechanistic reasoning: promoting system thinking.” 2012. Web. 01 Mar 2021.
Vancouver:
Weinberg PJ. Assessing causal mechanistic reasoning: promoting system thinking. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/12915.
Council of Science Editors:
Weinberg PJ. Assessing causal mechanistic reasoning: promoting system thinking. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/12915
Vanderbilt University
23.
Shapiro, Ben Rydal.
Interaction Geography & the Learning Sciences.
Degree: PhD, Learning, Teaching and Diversity, 2018, Vanderbilt University
URL: http://hdl.handle.net/1803/11011
► The three papers in this dissertation contribute to research that seeks to characterize the complex and multi-dimensional relation between the physical environment and human learning.…
(more)
▼ The three papers in this dissertation contribute to research that seeks to characterize the complex and multi-dimensional relation between the physical environment and human learning. The first paper outlines a new approach to describe, represent, and interpret people’s interaction as they move within and across physical environments. I call this approach interaction geography. It encompasses Mondrian Transcription, a method to map people’s movement and conversation over space and time, and the Interaction Geography Slicer (IGS), a dynamic visualization tool that supports new forms of interaction and multi-modal analysis. The second paper extends this work to provide a conceptual framework to expand interaction geography in studies of learning. I show how interaction geography offers resources to integrate four historically separate research perspectives in order to study how people’s interaction, movement, and responses to, and actions on, the physical environment lead people to learn. The third paper adapts and uses the IGS to visualize and discuss data about New York City’s Stop-And-Frisk Program. I show how the IGS provides new ways to view, interact with, and query large-scale data sets of stop-and-frisk and crime data over space and through time to support analyses of and public discussion about a controversial social and political issue.
Advisors/Committee Members: David Owens (committee member), Deborah Rowe (committee member), Leona Schauble (committee member), Andrew Hostetler (committee member), Douglas Fisher (committee member), Rogers Hall (Committee Chair).
Subjects/Keywords: Learning Sciences; Computer-Supported Collaborative Learning; Information Visualization; Data Science; Geography; Museum Studies
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APA (6th Edition):
Shapiro, B. R. (2018). Interaction Geography & the Learning Sciences. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11011
Chicago Manual of Style (16th Edition):
Shapiro, Ben Rydal. “Interaction Geography & the Learning Sciences.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/11011.
MLA Handbook (7th Edition):
Shapiro, Ben Rydal. “Interaction Geography & the Learning Sciences.” 2018. Web. 01 Mar 2021.
Vancouver:
Shapiro BR. Interaction Geography & the Learning Sciences. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/11011.
Council of Science Editors:
Shapiro BR. Interaction Geography & the Learning Sciences. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/11011
Vanderbilt University
24.
Ero-Tolliver, Isi A.
Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education.
Degree: PhD, Interdisciplinary, 2013, Vanderbilt University
URL: http://hdl.handle.net/1803/10768
► This interdisciplinary project involved both biomedical research and science education research. I explored the learning opportunities and commonalities between learners in two different environments: a…
(more)
▼ This interdisciplinary project involved both biomedical research and science education research. I explored the learning opportunities and commonalities between learners in two different environments: a biomedical research laboratory and an elementary classroom. I analyzed my work as a graduate student, who performed benchside research on an enzyme called peroxidasin, and I compared the learning experience with that of elementary students who learned about the process of decomposition of organic materials. I learned that the commonality between myself and the elementary students was the practice of modeling as a form of understanding scientific phenomenon. Overall, this interdisciplinary plan of study helped me to gain a deeper understanding of biological science through formal coursework, and by conducting research in the department of medicine, and a deeper understanding of how students learn science as a graduate research assistant in the Peabody Science Education department. Most importantly, I gained an insight about modeling as an approach for biomedical investigations and for translating knowledge of biology to elementary students. I conclude that scientists as science classroom teachers and/or a partnership between scientists and classroom teachers is needed in the modern classroom in order to create lessons, curriculum, and standards that engage the students with hands-on level that involves reading, modeling and questioning/debating, activities that are beyond that of traditional memorization and recall for descriptive test questions.
Advisors/Committee Members: Wonder Drake (committee member), Richard Milner (committee member), Leona Schauble (committee member), Virginia Shepherd (committee member), Richard Lehrer (committee member), Billy G. Hudson (Committee Chair).
Subjects/Keywords: Modeling; Peroxidasin; Dimer Formation; Sulfilimine Bond; Decomposition; Matrix Biology
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APA (6th Edition):
Ero-Tolliver, I. A. (2013). Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10768
Chicago Manual of Style (16th Edition):
Ero-Tolliver, Isi A. “Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/10768.
MLA Handbook (7th Edition):
Ero-Tolliver, Isi A. “Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education.” 2013. Web. 01 Mar 2021.
Vancouver:
Ero-Tolliver IA. Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/10768.
Council of Science Editors:
Ero-Tolliver IA. Model-Based Reasoning: A Commonality Between Scientific Investigation and Science Education. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/10768
Vanderbilt University
25.
Cohen, Bruce B.
Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes.
Degree: PhD, Teaching and Learning, 2007, Vanderbilt University
URL: http://hdl.handle.net/1803/13599
► The purpose of this study was to assess the effects of three instructional media on learning among adults in developing countries. Participants included 90 women…
(more)
▼ The purpose of this study was to assess the effects of three instructional media on learning among adults in developing countries. Participants included 90 women from Central and South America randomly assigned to one of three modes of instruction: narrative only, narrative plus still images, or narrative plus video segments. At the conclusion of a presentation in one of the three modes of instruction, each participant was tested on four categories of learning: recall of facts, recall of procedures, demonstration of stepwise procedures, and demonstration of conditional procedures.
Test results revealed that the addition of still images to narrative had no bearing on the recall of facts but had a positive bearing on the recall and demonstration of procedures for participants with seven or more years of schooling. The addition of video to narrative, by comparison, appears to have raised scores for all participants with respect to recall and demonstration of procedures – raising scores for participants with zero to six years of schooling more dramatically and more consistently than those with seven or more years of schooling.
Advisors/Committee Members: Leona Schauble (Committee Chair).
Subjects/Keywords: instructional technology; multimedia; cognitive load theory; instructional design; developing countries; illiterate; low-literate; adult education
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APA (6th Edition):
Cohen, B. B. (2007). Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13599
Chicago Manual of Style (16th Edition):
Cohen, Bruce B. “Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes.” 2007. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13599.
MLA Handbook (7th Edition):
Cohen, Bruce B. “Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes.” 2007. Web. 01 Mar 2021.
Vancouver:
Cohen BB. Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes. [Internet] [Doctoral dissertation]. Vanderbilt University; 2007. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13599.
Council of Science Editors:
Cohen BB. Alternative instructional strategies for low-literate adults: An investigation of the effects of static and dynamic visuals on learning outcomes. [Doctoral Dissertation]. Vanderbilt University; 2007. Available from: http://hdl.handle.net/1803/13599
Vanderbilt University
26.
Saslow, Laura.
An Analysis of Statistical Reasoning.
Degree: MS, Teaching and Learning, 2005, Vanderbilt University
URL: http://hdl.handle.net/1803/13557
► This study analyzes the development of statistical reasoning during several mathematics classes of an intact fourth-grade classroom. The teacher and her students were members of…
(more)
▼ This study analyzes the development of statistical reasoning during several mathematics classes of an intact fourth-grade classroom. The teacher and her students were members of a multi-year teacher-researcher collaborative effort. In all, fourteen class sessions were videotaped, one on January 27, 2000 and the rest from April 6, 2000 to May 18, 2000. Data sources include this video recording, made using a single camera, and rough transcripts of the class talk, written at the time of the videotaping. In the course of the lessons, the students and their teacher worked through statistical ideas and problems about data describing differently sized bubbles, people, and plants. The lessons were analyzed several different ways, including looking at the order and connectivity of turns of talk, the frequency of mention of different topics, the comparisons made between different data sets, and how arguments were formed about expectations and distributions.
Advisors/Committee Members: Leona Schauble (Committee Chair), Richard Lehrer (Committee Chair).
Subjects/Keywords: mathematics; education
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APA (6th Edition):
Saslow, L. (2005). An Analysis of Statistical Reasoning. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13557
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):
Saslow, Laura. “An Analysis of Statistical Reasoning.” 2005. Thesis, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/13557.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Saslow, Laura. “An Analysis of Statistical Reasoning.” 2005. Web. 01 Mar 2021.
Vancouver:
Saslow L. An Analysis of Statistical Reasoning. [Internet] [Thesis]. Vanderbilt University; 2005. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/13557.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Saslow L. An Analysis of Statistical Reasoning. [Thesis]. Vanderbilt University; 2005. Available from: http://hdl.handle.net/1803/13557
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
27.
Bowen, Erik William.
Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum.
Degree: MS, Teaching and Learning, 2007, Vanderbilt University
URL: http://hdl.handle.net/1803/15131
► TEACHING AND LEARNING ACCOUTING FOR AGENCY IN TEACHING MATHEMATICS: UNDERSTANDING TEACHERS’ USE OF REFORM CURRICULUM ERIK WILLIAM BOWEN Thesis under the direction of Professor Kay…
(more)
▼ TEACHING AND LEARNING
ACCOUTING FOR AGENCY IN TEACHING MATHEMATICS:
UNDERSTANDING TEACHERS’ USE OF
REFORM CURRICULUM
ERIK WILLIAM BOWEN
Thesis under the direction of Professor Kay McClain
This study provides analysis of modified teaching sets conducted with three fifth-grade mathematics teachers. The teaching sets were designed to provide information on teachers’ current instructional practice in mathematics. Specifically, the role that reform curriculum plays in supporting teachers’ reconceptualization of their practice is analyzed. A major finding is that the reform curriculum teachers implemented became the only resource for instruction. Student reasoning was essentially a peripheral feature to their online classroom instruction, even though the teachers believed it to be central. This finding suggests that the common practice of codifying professional development and rapidly making it the responsibility of other teachers (the “trainer of trainers” models) may not be a viable model for spreading reform without distorting it.
Approved______________________________________Date_______________
Advisors/Committee Members: Leona Schauble (Committee Chair), Kay McClain (Committee Chair).
Subjects/Keywords: agency; instructional reality; reform curriculum; pedagogical support
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APA (6th Edition):
Bowen, E. W. (2007). Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15131
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):
Bowen, Erik William. “Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum.” 2007. Thesis, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/15131.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bowen, Erik William. “Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum.” 2007. Web. 01 Mar 2021.
Vancouver:
Bowen EW. Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum. [Internet] [Thesis]. Vanderbilt University; 2007. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/15131.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bowen EW. Accouting for agency in teaching mathematics: understanding teachers’ use of reform curriculum. [Thesis]. Vanderbilt University; 2007. Available from: http://hdl.handle.net/1803/15131
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Vanderbilt University
28.
McClarey, Bryan Schulze.
Role-based learning: Considering identity and practice in instructional design.
Degree: PhD, Teaching and Learning, 2004, Vanderbilt University
URL: http://hdl.handle.net/1803/15267
► Research in the learning sciences has moved toward a focus on the conditions in which knowledge is learned and applied (e.g. Bransford, Brown, & Cocking,…
(more)
▼ Research in the learning sciences has moved toward a focus on the conditions in which knowledge is learned and applied (e.g. Bransford, Brown, & Cocking, 2000; CTGV, 1997). However, instructional designs still tend to focus primarily on the material or physical conditions for applying knowledge, not the social or personal context of that knowledge (Lave & Wenger, 1991; Hay & Barab, 2001). This study takes as its premise that learning to perform a professional role in a domain involves more than the acquisition of knowledge propositions in that domain; learning a role transforms identity and practice (Wenger, 1998). For this dissertation, a learning experience is designed and evaluated with an explicit focus on learning a role for new employees at a health care corporation. The designed intervention used intentional language and multimedia stories to guide the new employees’ adoption of their role. The design had the effect of facilitating understanding of the role as measured by pre- and post-writing measures and interviews. Based on the study, trajectories of role change are described and design principles for role-based learning are proposed.
Advisors/Committee Members: Kevin Leander (committee member), Sean Brophy (committee member), Leona Schauble (committee member), Robert D. Sherwood (Committee Chair).
Subjects/Keywords: educational technology; education; nursing education
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APA (6th Edition):
McClarey, B. S. (2004). Role-based learning: Considering identity and practice in instructional design. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15267
Chicago Manual of Style (16th Edition):
McClarey, Bryan Schulze. “Role-based learning: Considering identity and practice in instructional design.” 2004. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/15267.
MLA Handbook (7th Edition):
McClarey, Bryan Schulze. “Role-based learning: Considering identity and practice in instructional design.” 2004. Web. 01 Mar 2021.
Vancouver:
McClarey BS. Role-based learning: Considering identity and practice in instructional design. [Internet] [Doctoral dissertation]. Vanderbilt University; 2004. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/15267.
Council of Science Editors:
McClarey BS. Role-based learning: Considering identity and practice in instructional design. [Doctoral Dissertation]. Vanderbilt University; 2004. Available from: http://hdl.handle.net/1803/15267
Vanderbilt University
29.
Varol, Filiz.
The effects of professional development on preschool teachers’ mathematics instruction.
Degree: PhD, Teaching and Learning, 2009, Vanderbilt University
URL: http://hdl.handle.net/1803/14106
► The primary purpose of this study is to critically investigate the association between preschool teachers’ mathematics instruction and their participation in a preschool mathematics intervention…
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▼ The primary purpose of this study is to critically investigate the association between preschool teachers’ mathematics instruction and their participation in a preschool mathematics intervention program in terms of three perspectives. First, the study examined whether preschool teachers’ participation in the preschool mathematics intervention program had significant effects on implementing mathematical activities more often and with higher quality in their classrooms. Second, within the treatment group, the study examined the effects of exposure to professional development on the amount and quality of mathematics activities the teachers provided for their students and their level of implementation of the curriculum. Third, the study sought to examine the effects of teachers’ overall satisfaction with the curriculum and the professional development support they received on the amount and quality of math instruction and their curriculum implementation level. Although participation in a professional development increased the quantity and quality of preschool teachers’ mathematics instruction, the results raised important issues for future research to investigate in terms of individual contributions of professional development models on preschool teachers’ mathematics instruction.
Advisors/Committee Members: Mark W. Lipsey (committee member), Paul Cobb (committee member), Leona Schauble (committee member), Dale C. Farran (Committee Chair).
Subjects/Keywords: Professional Development; Mathematics Education; Early Childhood Education
Record Details
Similar Records
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Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Varol, F. (2009). The effects of professional development on preschool teachers’ mathematics instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14106
Chicago Manual of Style (16th Edition):
Varol, Filiz. “The effects of professional development on preschool teachers’ mathematics instruction.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed March 01, 2021.
http://hdl.handle.net/1803/14106.
MLA Handbook (7th Edition):
Varol, Filiz. “The effects of professional development on preschool teachers’ mathematics instruction.” 2009. Web. 01 Mar 2021.
Vancouver:
Varol F. The effects of professional development on preschool teachers’ mathematics instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/1803/14106.
Council of Science Editors:
Varol F. The effects of professional development on preschool teachers’ mathematics instruction. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/14106
. 
Open Access Theses and Dissertations