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You searched for subject:(Researcher Beliefs). Showing records 1 – 3 of 3 total matches.

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Colorado State University

1. Clapp, Francis Neely. Teachers' and researchers' beliefs of learning and the use of learning progressions.

Degree: PhD, Education, 2017, Colorado State University

In the last decade, science education reform in the United States has emphasized the exploration of cognitive learning pathways, which are theories on how a person learns a particular science subject matter. These theories are based, in part, by Piagetian developmental theory. One such model, called Learning Progressions (LP), has become prominent within science education reform. Science education researchers design LPs which in turn are used by science educators to sequence their curricula. The new national science standards released in April 2013 (Next Generation Science Standards) are, in part, grounded in the LP model. Understanding how teachers apply and use LPs, therefore, is valuable because professional development programs are likely to use this model, given the federal attention LP have received in science education reform. I sought to identify the beliefs and discourse that both LP developers and intended LP implementers have around student learning, teaching, and learning progressions. However, studies measuring beliefs or perspectives of LP-focused projects are absent in published works. A qualitative research is therefore warranted to explore this rather uncharted research area. Research questions were examined through the use of an instrumental case study. A case study approach was selected over other methodologies, as the research problem is, in part, bound within a clearly identifiable case (a professional development experience centering on a single LP model). One of the broadest definitions of a case study is noted by Becker (1968), who stated that goals of case studies are "to arrive at a comprehensive understanding of the groups under study" and to develop "general theoretical statements about regularities in social structure and process." (p.233). Based on Merriam (1985) the general consensus in the case study literature is that the assumptions underlying this method are common to naturalistic inquiry with research conducted primarily in the field with little control of variables. Beyond this similarity, different researchers have varying definitions to case studies. Merriam's (1985) provided a summary of the delineations and varying types of case studies. Merriam divided the various case study methods by their functions, with a marked divide between theory building and non-theory building methods. Non-theory building case studies are generally descriptive, and interpretive methods that apply theory to a case or context allow researchers to better understand the phenomena observed (Lijphart, 1971; Merriam, 1985). Conversely, theory building case studies focus on hypothesis generation, theory confirming, theory informing, or theory refuting (Lijphart, 1971; Merriam, 1985). Though there are many definitions and methods labeled as "case studies,' for the purpose of this study, Yin's (1981) definition of a case study will be used. Yin (1981) defined a case study as a method to examine "(a) a contemporary phenomenon in its real-life context, especially when (b) the boundaries between phenomenon and… Advisors/Committee Members: Balgopal, Meena (advisor), Graham, James (committee member), Korte, Russell (committee member), Weinberg, Andrea (committee member).

Subjects/Keywords: learning progressions; teacher beliefs; teacher systemic reform model; researcher beliefs; cognitive learning pathways; teachers in residence

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APA (6th Edition):

Clapp, F. N. (2017). Teachers' and researchers' beliefs of learning and the use of learning progressions. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/181380

Chicago Manual of Style (16th Edition):

Clapp, Francis Neely. “Teachers' and researchers' beliefs of learning and the use of learning progressions.” 2017. Doctoral Dissertation, Colorado State University. Accessed April 05, 2020. http://hdl.handle.net/10217/181380.

MLA Handbook (7th Edition):

Clapp, Francis Neely. “Teachers' and researchers' beliefs of learning and the use of learning progressions.” 2017. Web. 05 Apr 2020.

Vancouver:

Clapp FN. Teachers' and researchers' beliefs of learning and the use of learning progressions. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/10217/181380.

Council of Science Editors:

Clapp FN. Teachers' and researchers' beliefs of learning and the use of learning progressions. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/181380


Queensland University of Technology

2. Norton, Patricia Jean. Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school.

Degree: 2006, Queensland University of Technology

The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning in a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning in one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers in learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them. A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected in a learning community, in what reflected an "outside in" approach to the problem. However, the intent of the study was that this should be balanced by the "inside out" approach evident in the consideration of what teachers in a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted in quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded in the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning.

Subjects/Keywords: teacher learning; beliefs; truths; quilt of knowledge; curriculum reform; learning community; case study; insider-researcher

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

APA (6th Edition):

Norton, P. J. (2006). Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/16332/

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):

Norton, Patricia Jean. “Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school.” 2006. Thesis, Queensland University of Technology. Accessed April 05, 2020. https://eprints.qut.edu.au/16332/.

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

MLA Handbook (7th Edition):

Norton, Patricia Jean. “Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school.” 2006. Web. 05 Apr 2020.

Vancouver:

Norton PJ. Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school. [Internet] [Thesis]. Queensland University of Technology; 2006. [cited 2020 Apr 05]. Available from: https://eprints.qut.edu.au/16332/.

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

Council of Science Editors:

Norton PJ. Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school. [Thesis]. Queensland University of Technology; 2006. Available from: https://eprints.qut.edu.au/16332/

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


Pontifical Catholic University of Rio de Janeiro

3. TAINA SILVA BARBOSA. [en] FOLLOWING THE PATH OF EXPLORATORY PRACTICE: OBSTACLES, STUMBLES AND NEW BEGINNINGS.

Degree: 2013, Pontifical Catholic University of Rio de Janeiro

[pt] A presente pesquisa apresenta entendimentos gerados a partir de alguns tropeços durante a minha caminhada de prática na Prática Exploratória. O jogo de palavras é intencional, porque me deparei com determinadas lacunas entre o que estudei em textos sobre a Prática Exploratória, e o que aconteceu nas minhas aulas enquanto praticante da mesma. Realizei o trabalho exploratório, em 2008, em turmas do oitavo ano do ensino fundamental e do segundo ano do ensino médio em uma escola particular na zona sul do Rio de Janeiro. A partir de questionamentos ou puzzles de sala de aula que instigavam os alunos e a mim, elaborei atividades pedagógicas com potencial exploratório (APPE), que visavam trabalhar a construção de conhecimento em língua inglesa, mas tinham como objetivo último, entendermos mais profundamente a qualidade de vida de nossa na sala de aula. O discurso produzido durante este trabalho para entender foi analisado em busca das crenças dos alunos como aprendizes de inglês como língua estrangeira. Apesar da palavra tropeços, empregada no título e no início deste resumo, ter uma conotação negativa, não é meu propósito significar as práticas apresentadas como erros ou falhas. Busco gerar reflexões sobre exemplos reais de atividades que, apesar de não terem acontecido como esperado, produziram entendimentos diversos sobre os alunos, minha atuação profissional, a instituição e nosso contexto pedagógico. Espero, através desta dissertação, incentivar outros professores-pesquisadores, que por ventura não tenham obtido resultados que julguem satisfatórios em seus primeiros passos na Prática Exploratória, a continuarem neste trajeto apesar de, às vezes, encontrarem, como diria Drummond, uma pedra no meio do caminho.

[en] This research aims at presenting understandings generated from some stumbles on my Exploratory Practice path. It is important to mention that I had to deal with some obstacles when I tried to put into practice the theory I had studied about Exploratory Practice. I carried out the exploratory work during 2008 in two different classes (8th year of Middle School and 2nd year of High School) at a private school in the south zone of Rio de Janeiro. Using my students’ and my own classroom puzzles expressed as a starting point, I designed some potentially exploitable pedagogic activities (PEPAs), which had language learning objectives but whose main purpose was to fundamentally help us understand the quality of our classroom lives. The discourse produced during this work for understanding was analyzed to unearth my students beliefs about their experience as foreign language learners. Although the word stumbles, used in the title and in the beginning of the present abstract, carries a negative connotation, my intention is by no means to consider the activities presented here as mistakes or flaws. On the contrary, my ultimate goal is to reflect upon examples of real activities that, even though did not happen as expected, were able to generate several understandings about my students, myself as a professional,…

Advisors/Committee Members: INES KAYON DE MILLER.

Subjects/Keywords: [pt] PRATICA EXPLORATORIA; [en] EXPLORATORY PRACTICE; [pt] CRENCA; [en] BELIEFS; [pt] ENSINO APRENDIZAGEM; [pt] ENTENDIMENTOS; [en] UNDERSTANDINGS; [pt] ATIVIDADES PEDAGOGICAS COM POTENCIAL EXPLORATORIO; [en] POTENTIALLY EXPLOITABLE PEDAGOGIC ACTIVITIES; [pt] PROFESSOR-PESQUISADOR; [en] TEACHER-RESEARCHER

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

APA (6th Edition):

BARBOSA, T. S. (2013). [en] FOLLOWING THE PATH OF EXPLORATORY PRACTICE: OBSTACLES, STUMBLES AND NEW BEGINNINGS. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21601

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):

BARBOSA, TAINA SILVA. “[en] FOLLOWING THE PATH OF EXPLORATORY PRACTICE: OBSTACLES, STUMBLES AND NEW BEGINNINGS.” 2013. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed April 05, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21601.

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

MLA Handbook (7th Edition):

BARBOSA, TAINA SILVA. “[en] FOLLOWING THE PATH OF EXPLORATORY PRACTICE: OBSTACLES, STUMBLES AND NEW BEGINNINGS.” 2013. Web. 05 Apr 2020.

Vancouver:

BARBOSA TS. [en] FOLLOWING THE PATH OF EXPLORATORY PRACTICE: OBSTACLES, STUMBLES AND NEW BEGINNINGS. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2013. [cited 2020 Apr 05]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21601.

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

Council of Science Editors:

BARBOSA TS. [en] FOLLOWING THE PATH OF EXPLORATORY PRACTICE: OBSTACLES, STUMBLES AND NEW BEGINNINGS. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2013. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21601

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

.