subject:(Teacher Education)

University of Helsinki

1. Sothayapetch, Pavinee. A comparative study of science education at the primary school level in Finland and Thailand.

Degree: Department of Teacher Education, 2013, University of Helsinki

URL: http://hdl.handle.net/10138/42259

► This research aims to compare science education at the primary school level between Finland and Thailand. The study is divided into three sub-studies concerning: 1)… (more)

▼ This research aims to compare science education at the primary school level between Finland and Thailand. The study is divided into three sub-studies concerning: 1) a national science curricula analysis at primary school level based on the PISA scientific literacy framework;2) an analysis of science textbooks on the electric circuit lesson at grade 6; and 3) interviews with primary school teachers regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) on the electric circuit lesson at grade 6. These three sub-studies may reflect the holistic science education of the two countries in this comparative study between them. The main research methodology used in this study is the comparative approach and a content analysis technique was used in all three sub-studies. All textual and pictorial information from the science curricula at primary school level, including science textbooks, the electric circuit lesson and the teachers transliterations, were analysed following the inductive and deductive content analysis. Semi-structured interviews were employed for the collection of the interview data. Altogether, six experienced primary school teachers participated three Finnish teachers in Helsinki and three Thai teachers in Bangkok. In addition, a quantitative method was used to describe the findings from the qualitative approach through percentages, bar charts and a Pearson s chi-squared test. The main findings revealed that Finnish science education strongly emphasised conceptual knowledge (according to all three sub-studies) while the Thai science education emphasised procedural knowledge. For example, the Thai curriculum was closer to the PISA framework than was the Finnish curriculum. The Thai curriculum emphasised the scientific process and the Finnish curriculum focused on the concepts and contexts, rather than the process. The Thai textbooks emphasised procedural knowledge, while conceptual knowledge was emphasised mostly in the Finnish textbooks. Lastly, in the interviews the Finnish teachers emphasised the teaching of concepts through textbooks and computer materials. The Thai teachers emphasised the teaching and learning of procedural knowledge and consequently used more experimentation, along with authentic materials in the school laboratory. Both Finnish and Thai curriculum designers and textbook authors could apply the findings of this comparative research. In addition to the similarities and differences, the comparison revealed particular avenues that could be developed in science education. For example, curriculum planners and science educators, not only in Finland and Thailand but also in other countries in the future, may better recognize what should be emphasised in the science curriculum, especially from the perspective of the PISA Scientific Literacy Framework as the international student assessment. Furthermore, textbook authors may apply some of the comparative results of this research to produce high-quality textbooks based on a heightened awareness of the…

Subjects/Keywords: teacher Education; teacher Education

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APA (6^th Edition):

Sothayapetch, P. (2013). A comparative study of science education at the primary school level in Finland and Thailand. (Doctoral Dissertation). University of Helsinki. Retrieved from http://hdl.handle.net/10138/42259

Chicago Manual of Style (16^th Edition):

Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Doctoral Dissertation, University of Helsinki. Accessed September 25, 2017. http://hdl.handle.net/10138/42259.

MLA Handbook (7^th Edition):

Sothayapetch, Pavinee. “A comparative study of science education at the primary school level in Finland and Thailand.” 2013. Web. 25 Sep 2017.

Vancouver:

Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Internet] [Doctoral dissertation]. University of Helsinki; 2013. [cited 2017 Sep 25]. Available from: http://hdl.handle.net/10138/42259.

Council of Science Editors:

Sothayapetch P. A comparative study of science education at the primary school level in Finland and Thailand. [Doctoral Dissertation]. University of Helsinki; 2013. Available from: http://hdl.handle.net/10138/42259

2. Biggs, Amy M. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.

Degree: EdD, College of Education, 2009, Ashland University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

► The purpose of this study was to learn what teacher educators think is important in forming our future teaching force. This study showed that most… (more)

Subjects/Keywords: Teacher Education; teacher educators; teacher education program

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APA (6^th Edition):

Biggs, A. M. (2009). Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

Chicago Manual of Style (16^th Edition):

Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Doctoral Dissertation, Ashland University. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

MLA Handbook (7^th Edition):

Biggs, Amy M. “Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education.” 2009. Web. 25 Sep 2017.

Vancouver:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747.

Council of Science Editors:

Biggs AM. Teaching Teachers: How Teacher Educators View the Curriculum of Teacher Education. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1243514747

University of Georgia

3. Kirk, Daniel John. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.

Degree: PhD, English Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd

► Teacher education is a global enterprise, and has far-reaching consequences throughout society. Student teachers find themselves working on two fronts; the university setting and the… (more)

Subjects/Keywords: Teacher Education

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APA (6^th Edition):

Kirk, D. J. (2008). Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd

Chicago Manual of Style (16^th Edition):

Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Doctoral Dissertation, University of Georgia. Accessed September 25, 2017. http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.

MLA Handbook (7^th Edition):

Kirk, Daniel John. “Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates.” 2008. Web. 25 Sep 2017.

Vancouver:

Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2017 Sep 25]. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd.

Council of Science Editors:

Kirk DJ. Local voices, global issues: a comparative study of the perceptions student teachers hold in relation to their pre-service education in the United States of America, England, and the United Arab Emirates. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/kirk_daniel_j_200812_phd

University of Georgia

4. Hubbard, Betty Potter. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.

Degree: PhD, Reading Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd

► The primary purpose of this study was to investigate new perspectives forming as a result of the teacher education programs that have embraced new literacies… (more)

Subjects/Keywords: Teacher Education

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APA (6^th Edition):

Hubbard, B. P. (2009). A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd

Chicago Manual of Style (16^th Edition):

Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Doctoral Dissertation, University of Georgia. Accessed September 25, 2017. http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.

MLA Handbook (7^th Edition):

Hubbard, Betty Potter. “A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses.” 2009. Web. 25 Sep 2017.

Vancouver:

Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2017 Sep 25]. Available from: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd.

Council of Science Editors:

Hubbard BP. A study of teacher educators’ perspectives and practices using digital technologies for reading methods courses. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/hubbard_betty_p_200912_phd

5. Benuzzi, Stacey. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.

Degree: 2015, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290

► By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, &… (more)

▼ By 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, & Mathur, 2012). The need to educate and produce more STEM graduates is eminent, and research shows that the pipeline to prepare students for STEM fields begins in elementary school. Research also shows that many elementary teachers lack the pedagogical content knowledge (PCK) and confidence to teach STEM subjects (Dorph, Shields, Tiffany-Morales, Hartry, & McCaffrey, 2011). Meanwhile, opportunities for elementary teachers to develop their STEM PCK and confidence in teacher preparation programs or professional development are limited. To address this problem, programs like Raising the Bar for STEM Education in California are emerging. A yearlong case study utilizing both qualitative and quantitative methods was employed to examine the program’s effectiveness in preparing future elementary teachers to effectively teach STEM subjects through a STEM-rich, clinical, co-teaching model of student teaching. Data collection methods included qualitative interviews, observations through videotaped lessons, documents, and quantitative pre- and post-surveys. The key findings from this study include that the STEM-rich, clinical, co-teaching model of student teaching was successful in increasing pre-service teachers’ confidence and expanding their pedagogical knowledge of teaching inquiry-based lessons. Pre-service teachers were willing and excited to teach STEM subjects in their future elementary classrooms at the conclusion of the program. However, the growth in content knowledge and confidence was uneven among the four STEM content areas and there was a lack of integration. Based on the findings of this study, it is recommended that future STEM professional development programs emphasize the vital importance of STEM fields as the rationale for teaching STEM subjects; build pedagogical content knowledge; integrate STEM subjects through a focus on engineering; explicitly link STEM to Common Core State Standards and Next Generation Science Standards; design the STEM professional development around the characteristics of Adult Learning Theory; and foster reflective, collaborative communities of practice. Further recommendations for policy and research are presented and discussed.

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Benuzzi, S. (2015). Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3708290

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

Chicago Manual of Style (16^th Edition):

Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Thesis, California State University, Long Beach. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.

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

MLA Handbook (7^th Edition):

Benuzzi, Stacey. “Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching.” 2015. Web. 25 Sep 2017.

Vancouver:

Benuzzi S. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.

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

Council of Science Editors:

Benuzzi S. Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3708290

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

6. Woods, Sean A. Classroom Management| Beginning Teachers' Perceptions of Preparedness.

Degree: 2016, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099

► Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the… (more)

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Woods, S. A. (2016). Classroom Management| Beginning Teachers' Perceptions of Preparedness. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027099

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

Chicago Manual of Style (16^th Edition):

Woods, Sean A. “Classroom Management| Beginning Teachers' Perceptions of Preparedness.” 2016. Thesis, Lindenwood University. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.

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

MLA Handbook (7^th Edition):

Woods, Sean A. “Classroom Management| Beginning Teachers' Perceptions of Preparedness.” 2016. Web. 25 Sep 2017.

Vancouver:

Woods SA. Classroom Management| Beginning Teachers' Perceptions of Preparedness. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099.

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

Council of Science Editors:

Woods SA. Classroom Management| Beginning Teachers' Perceptions of Preparedness. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027099

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

7. Koch, Meg. University supervisors and culturally responsive teaching.

Degree: 2015, Lewis and Clark College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708

► Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The… (more)

▼ Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instructional practices. This dissertation research examined 12 White university supervisors. Prior to this study, supervisors participated in professional development offered by the college aimed at raising awareness of culturally responsive teaching. The professional development was part of Griffin, Watson, and Liggett’s (2014) initial study, and offered opportunities for supervisors to discuss topics of race, culture, ethnicity, class, and gender, and to engage in reading Gay’s (2010) text: <i>Culturally Responsive Teaching: Theory, Research, and Practice.</i> Griffin et al. collected data, including a pre- and post-survey, a November interview, and artifacts from the professional development. Their study established the starting point for this research. All 12 supervisors were interviewed following participation in the professional development. Findings indicated supervisors defined and described culturally responsive teaching by relying on elements congruent with the literature. Even when supervisors used language similar to Gay (2010), they held misconceptions and formed incomplete definitions about culturally responsive teaching. Other findings indicated supervisors lacked a clear vision in their role in supporting culturally responsive teaching. Lastly, supervisors used hegemonic understandings when talking about race and culture. The results of this study suggest supervisors need more opportunities to talk about race and culture, and their role in preparing culturally responsive teachers.

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Koch, M. (2015). University supervisors and culturally responsive teaching. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3734708

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

Chicago Manual of Style (16^th Edition):

Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Thesis, Lewis and Clark College. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

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

MLA Handbook (7^th Edition):

Koch, Meg. “University supervisors and culturally responsive teaching.” 2015. Web. 25 Sep 2017.

Vancouver:

Koch M. University supervisors and culturally responsive teaching. [Internet] [Thesis]. Lewis and Clark College; 2015. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

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

Council of Science Editors:

Koch M. University supervisors and culturally responsive teaching. [Thesis]. Lewis and Clark College; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3734708

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

University of Cincinnati

8. van den Hoogenhof, Suzanne. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2012, University of Cincinnati

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265

► The percentage of ethnically and linguistically diverse teachers in public education is very low, especially when compared to students. This is problematic for a number… (more)

Subjects/Keywords: Teacher Education

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APA (6^th Edition):

van den Hoogenhof, S. (2012). Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265

Chicago Manual of Style (16^th Edition):

van den Hoogenhof, Suzanne. “Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.” 2012. Doctoral Dissertation, University of Cincinnati. Accessed September 25, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265.

MLA Handbook (7^th Edition):

van den Hoogenhof, Suzanne. “Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university.” 2012. Web. 25 Sep 2017.

Vancouver:

van den Hoogenhof S. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. [Internet] [Doctoral dissertation]. University of Cincinnati; 2012. [cited 2017 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265.

Council of Science Editors:

van den Hoogenhof S. Are the gates open to all? Teacher licensure accessibility at a large Midwestern urban university. [Doctoral Dissertation]. University of Cincinnati; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353089265

University of Gothenburg / Göteborgs Universitet

9. Gustavsson, Susanne. Motstånd och mening. Innebörd i blivande lärares seminariesamtal.

Degree: 2008, University of Gothenburg / Göteborgs Universitet

URL: http://hdl.handle.net/2077/17754

► Both historically and in our own time the teacher education has been discussed and changed to match current traditions and intentions. There is an ongoing… (more)

▼ Both historically and in our own time the teacher education has been discussed and changed to match current traditions and intentions. There is an ongoing debate about the scientific basis of teacher education and the relation to professional basis. The aim with this study is to develop understanding for student teachers’ introduction to education and profession. The study is carried out against the background of the provisions and assumptions that characterise an academic professional education, and in particular teacher education, such as the relationship between education and the profession, the scientific basis and professional basis, the field-based and college-based educational practice. The point of departure is that teacher education cannot be dissociated from the practice and theory of the profession, and in addition that the expression of education must be understood through the student’s experience and interpretation. The overall aim of the study, starting out from the nature and objectives of the academic professional education, is to understand the field of tension expressed in this experience. During the study, dialogues with students were observed at an early stage in their education. These dialogues consisted of four authentic seminars and twenty-three subsequent stimulated recall-inspired interviews with individual students. Content of the dialogues and seminars are student teachers’ experiences from field-based and college-based education. The method of the study is based on critical hermeneutics with reference to Paul Ricoeur. The result shows the two roles of the student, as participant and as observer. The students also consider themselves as students and at the same time as future teachers. Fields of tension are identified between what is recognisable and a talk of changes; between position and investigation; and between progression and process. Professional teachers do not seem as masters, they are instead objects for criticism. The early experience of the profession does not harmonise with the content of the education. Furthermore, the student appears to lack the tools to examine critically and understand both the content offered in the education and the theory and practice of the profession.

Subjects/Keywords: teacher education

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APA (6^th Edition):

Gustavsson, S. (2008). Motstånd och mening. Innebörd i blivande lärares seminariesamtal. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/17754

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

Chicago Manual of Style (16^th Edition):

Gustavsson, Susanne. “Motstånd och mening. Innebörd i blivande lärares seminariesamtal.” 2008. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed September 25, 2017. http://hdl.handle.net/2077/17754.

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

MLA Handbook (7^th Edition):

Gustavsson, Susanne. “Motstånd och mening. Innebörd i blivande lärares seminariesamtal.” 2008. Web. 25 Sep 2017.

Vancouver:

Gustavsson S. Motstånd och mening. Innebörd i blivande lärares seminariesamtal. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2008. [cited 2017 Sep 25]. Available from: http://hdl.handle.net/2077/17754.

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

Council of Science Editors:

Gustavsson S. Motstånd och mening. Innebörd i blivande lärares seminariesamtal. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2008. Available from: http://hdl.handle.net/2077/17754

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

University of Georgia

10. Zhang, Dongmei. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.

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

URL: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd

► The dissertation consists of three related studies focused on how to support middle-school prospective science teachers prepare for the latest science education standards-Next Generation Science… (more)

Subjects/Keywords: teacher education

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APA (6^th Edition):

Zhang, D. (2016). Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd

Chicago Manual of Style (16^th Edition):

Zhang, Dongmei. “Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.” 2016. Doctoral Dissertation, University of Georgia. Accessed September 25, 2017. http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd.

MLA Handbook (7^th Edition):

Zhang, Dongmei. “Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards.” 2016. Web. 25 Sep 2017.

Vancouver:

Zhang D. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2017 Sep 25]. Available from: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd.

Council of Science Editors:

Zhang D. Exploring Middle-school Prospective Teachers’ Challenges Related to Next Generation Science Standards. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/zhang_dongmei_201605_phd

Columbia University

11. Lyiscott, Jamila. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.

Degree: PhD, Arts and Humanities, 2015, Columbia University

URL: https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43

► This critical ethnographic study investigated an afterschool Youth Participatory Action Research (YPAR) space that seeks to develop New Literacies and academic literacies in urban youth… (more)

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Lyiscott, J. (2015). How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43

Chicago Manual of Style (16^th Edition):

Lyiscott, Jamila. “How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.” 2015. Doctoral Dissertation, Columbia University. Accessed September 25, 2017. https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43.

MLA Handbook (7^th Edition):

Lyiscott, Jamila. “How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework.” 2015. Web. 25 Sep 2017.

Vancouver:

Lyiscott J. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2017 Sep 25]. Available from: https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43.

Council of Science Editors:

Lyiscott J. How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://academiccommons.columbia.edu/catalog/ac:187550 %%% doi:10.7916/D82B8X43

Columbia University

12. Howerton-Fox, Amanda. Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice.

Degree: PhD, Physical DisabilitiesHealth and Behavior Studies, 2013, Columbia University

URL: https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC

► This case study explores the relationship between teachers' language knowledge and their grammar teaching practices within the context of a bilingual school for the deaf… (more)

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Howerton-Fox, A. (2013). Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC

Chicago Manual of Style (16^th Edition):

Howerton-Fox, Amanda. “Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice.” 2013. Doctoral Dissertation, Columbia University. Accessed September 25, 2017. https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC.

MLA Handbook (7^th Edition):

Howerton-Fox, Amanda. “Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice.” 2013. Web. 25 Sep 2017.

Vancouver:

Howerton-Fox A. Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2017 Sep 25]. Available from: https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC.

Council of Science Editors:

Howerton-Fox A. Teacher language awareness in a Swedish bilingual school for the deaf: Two portraits of grammar knowledge in practice. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://academiccommons.columbia.edu/catalog/ac:156766 %%% handle:10022/AC

Columbia University

13. Villanueva, Alison. Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century.

Degree: PhD, English EducationArts and Humanities, 2013, Columbia University

URL: https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N

► Focus on education for the future, often termed 21st Century education, is on the minds of educators and much is being said about particular ways… (more)

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Villanueva, A. (2013). Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N

Chicago Manual of Style (16^th Edition):

Villanueva, Alison. “Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century.” 2013. Doctoral Dissertation, Columbia University. Accessed September 25, 2017. https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N.

MLA Handbook (7^th Edition):

Villanueva, Alison. “Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century.” 2013. Web. 25 Sep 2017.

Vancouver:

Villanueva A. Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2017 Sep 25]. Available from: https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N.

Council of Science Editors:

Villanueva A. Implementing a District -Wide Professional Development Initiative: What It Means to Educate for the 21st Century. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://academiccommons.columbia.edu/catalog/ac:188690 %%% doi:10.7916/D889158N

Arizona State University

14. Atkinson, Dr. Laura. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.

Degree: Doctoral, Dissertation Curriculum and Instruction, 2015, Arizona State University

URL: http://repository.asu.edu/items/29700

► The majority of the teacher preparation programs in the US adhere to a traditional curriculum that includes foundational work, liberal arts classes, methods courses, and… (more)

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Atkinson, D. L. (2015). Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29700

Chicago Manual of Style (16^th Edition):

Atkinson, Dr Laura. “Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.” 2015. Doctoral Dissertation, Arizona State University. Accessed September 25, 2017. http://repository.asu.edu/items/29700.

MLA Handbook (7^th Edition):

Atkinson, Dr Laura. “Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices.” 2015. Web. 25 Sep 2017.

Vancouver:

Atkinson DL. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2017 Sep 25]. Available from: http://repository.asu.edu/items/29700.

Council of Science Editors:

Atkinson DL. Exploring the Impact of an Urban Teacher Education Program on Teachers' Professional Practices. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29700

University of Pennsylvania

15. Cyr-Mutty, Paul B. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.

Degree: 2017, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630

► Many independent boarding schools have customarily hired significant numbers of novice faculty who are not certified teachers and who do not have significant teaching… (more)

▼ Many independent boarding schools have customarily hired significant numbers of novice faculty who are not certified teachers and who do not have significant teaching experience. Additionally, the time available to help such novice faculty learn about the many aspects of their jobs is quite limited. Therefore, the methods used to help novice faculty learn, while they already enacting their roles as educators, are important. As a result, this study examined the effectiveness of using school context based learning scenarios as a tool for teaching novice faculty at independent boarding schools. Specifically, the study tried to determine if such scenarios helped novice faculty feel greater self-efficacy and helped them to more effectively gain the benefits of their own experiential learning, thus acquiring more quickly the important knowledge of their craft that senior teachers developed through their own experiential learning. I theorized that this would ultimately lead to their achieving better educational outcomes with their students in all facets of their jobs. First, the researcher interviewed six master teachers from three different junior boarding schools to gather information about the key experiential learning events of successful teachers and then analyzed this data to identify common themes and types of experiences. These narrated, real experiences and the analyses of them were used as the basis for the construction of learning scenarios. These scenarios attempted to both highlight important concepts and approaches to working with adolescents that the master teachers felt they gleaned from the actual experiences and reflect the specific details of the independent boarding middle school where they were used. These scenarios were then read and discussed with the novice faculty at the school as part of their induction to life and work there over the course of a four-month period. To assess the impact of the use of scenarios, the researcher audio recorded, video taped and analyzed two of the scenario learning sessions; had the new faculty respond, in written form, to two scenarios; conducted a focus group with the new faculty, and administered a pre and post scenario learning experience self-efficacy scale.

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Cyr-Mutty, P. B. (2017). Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264630

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

Chicago Manual of Style (16^th Edition):

Cyr-Mutty, Paul B. “Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.” 2017. Thesis, University of Pennsylvania. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264630.

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

MLA Handbook (7^th Edition):

Cyr-Mutty, Paul B. “Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School.” 2017. Web. 25 Sep 2017.

Vancouver:

Cyr-Mutty PB. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630.

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

Council of Science Editors:

Cyr-Mutty PB. Accelerating Experience| Using Learning Scenarios Based on Master Teacher Experiences and Specific School Contexts to Help Induct Novice Faculty into Teaching at an Independent Boarding School. [Thesis]. University of Pennsylvania; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264630

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

Boston University

16. Susko, Dana M. Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.

Degree: EdD, Educational Media & Technology, 2015, Boston University

URL: http://hdl.handle.net/2144/13998

► This study explored the utilization of best practices surrounding content and delivery strategies for educational technology preparation of undergraduate preservice teachers within some of the… (more)

▼ This study explored the utilization of best practices surrounding content and delivery strategies for educational technology preparation of undergraduate preservice teachers within some of the top public U. S. institutions of higher education (IHEs). This study was needed due to the changing nature of technology, a critical need to better prepare preservice teachers, and mixed opinions on what should be included in their preparation. The respondents were representatives from 11 NCATE-accredited, public IHEs. The 54 participants included deans, teacher educators, librarians, instructional technology staff, and department heads. Data were collected through semi-structured interviews, surveys with selection and open-ended questions, and course syllabi related to technology. Data were analyzed using content analysis to review and code the documents, interview data, and survey data, which included constructing categories. The constant comparative method was used to determine emerging themes. Results revealed that the responding IHEs are preparing undergraduate preservice teachers to implement technology in their future classrooms both within and beyond required educational technology courses and that they are using many best practices and strategies as presented in the research literature and standards. However, only one of the 11 IHEs reported preservice teachers were required to take a technology course concurrently with a methods course, considered to be an important practice. Technology sandboxes were reported to be an effective way for preservice teachers to explore and learn about emerging digital tools, and meeting the challenge of the ever-changing nature of technology. Respondents reported challenges surrounding technology integration including a deadline to meet revised accreditation standards in spring 2016 as IHEs transition from NCATE to CAEP standards (CAEP, 2013). This study found IHEs are still facing historical challenges, such as varying technology dispositions among teacher educators, inservice teachers, preservice teachers, and institutional constraints. Some of the solutions to these challenges included the use of consultants to work with teacher educators and inservice teachers and preparation using digital tools outside of the required technology course. Implications of the results are discussed relative to the reported solutions of the IHEs, despite past and new challenges surrounding undergraduate technology preparation.

Subjects/Keywords: Teacher education

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APA (6^th Edition):

Susko, D. M. (2015). Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/13998

Chicago Manual of Style (16^th Edition):

Susko, Dana M. “Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.” 2015. Doctoral Dissertation, Boston University. Accessed September 25, 2017. http://hdl.handle.net/2144/13998.

MLA Handbook (7^th Edition):

Susko, Dana M. “Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers.” 2015. Web. 25 Sep 2017.

Vancouver:

Susko DM. Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2017 Sep 25]. Available from: http://hdl.handle.net/2144/13998.

Council of Science Editors:

Susko DM. Teaching and learning with technology: how the best teacher education programs are preparing preservice teachers. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/13998

17. Oliver, Aaron Keith. School Capital and Student Engagement| Does School Capital Matter?.

Degree: 2016, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

► School Capital has been shown to affect school setting, effectiveness and student achievement. Schools are a system within society that utilizes the social resources… (more)

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Oliver, A. K. (2016). School Capital and Student Engagement| Does School Capital Matter?. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

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

Chicago Manual of Style (16^th Edition):

Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Thesis, University of Redlands. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10151108.

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

MLA Handbook (7^th Edition):

Oliver, Aaron Keith. “School Capital and Student Engagement| Does School Capital Matter?.” 2016. Web. 25 Sep 2017.

Vancouver:

Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Internet] [Thesis]. University of Redlands; 2016. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108.

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

Council of Science Editors:

Oliver AK. School Capital and Student Engagement| Does School Capital Matter?. [Thesis]. University of Redlands; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151108

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

18. Harwinder Kaur. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.

Degree: Education, 2012, Punjabi University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/10003

►

The research study entitled GROWTH AND DEVELOPMENT OF newlineTEACHER EDUCATION PROGRAMME IN PUNJAB WITH REFERENCE TOEXPANSION, QUALITY AND SOCIETAL NEEDS has been conducted to study… (more)

Subjects/Keywords: Education; Teacher Education

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APA (6^th Edition):

Kaur, H. (2012). Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. (Thesis). Punjabi University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/10003

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

Chicago Manual of Style (16^th Edition):

Kaur, Harwinder. “Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.” 2012. Thesis, Punjabi University. Accessed September 25, 2017. http://shodhganga.inflibnet.ac.in/handle/10603/10003.

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

MLA Handbook (7^th Edition):

Kaur, Harwinder. “Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -.” 2012. Web. 25 Sep 2017.

Vancouver:

Kaur H. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. [Internet] [Thesis]. Punjabi University; 2012. [cited 2017 Sep 25]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/10003.

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

Council of Science Editors:

Kaur H. Growth and development of teacher education programme in Punjab with reference to expansion, quality and societal needs; -. [Thesis]. Punjabi University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/10003

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

19. Schildts, Allison P. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.

Degree: 2015, Loyola Marymount University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001

► Teacher preparation programs are making concerted efforts to prepare practitioners to transform urban education. Current studies rely heavily on self-reported data with little to… (more)

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Schildts, A. P. (2015). Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3741001

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

Chicago Manual of Style (16^th Edition):

Schildts, Allison P. “Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.” 2015. Thesis, Loyola Marymount University. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3741001.

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

MLA Handbook (7^th Edition):

Schildts, Allison P. “Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice.” 2015. Web. 25 Sep 2017.

Vancouver:

Schildts AP. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. [Internet] [Thesis]. Loyola Marymount University; 2015. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001.

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

Council of Science Editors:

Schildts AP. Silencing the Critics| A Conceptual Framework in Teacher Preparation for Social Justice. [Thesis]. Loyola Marymount University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3741001

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

20. Renga, Ian Parker. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.

Degree: 2015, University of Colorado at Boulder

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632

► A great deal depends on preparing high quality teachers, and reformers of teacher preparation have recently drawn attention to the need for clearer delineations… (more)

Subjects/Keywords: Education; Teacher education

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APA (6^th Edition):

Renga, I. P. (2015). "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. (Thesis). University of Colorado at Boulder. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3743632

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

Chicago Manual of Style (16^th Edition):

Renga, Ian Parker. “"We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.” 2015. Thesis, University of Colorado at Boulder. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3743632.

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

MLA Handbook (7^th Edition):

Renga, Ian Parker. “"We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs.” 2015. Web. 25 Sep 2017.

Vancouver:

Renga IP. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. [Internet] [Thesis]. University of Colorado at Boulder; 2015. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632.

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

Council of Science Editors:

Renga IP. "We want to bring them into what we love"| An investigation of desire in two alternative teacher preparation programs. [Thesis]. University of Colorado at Boulder; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3743632

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

University of California – San Diego

21. Meyer, Michelle Lee. Literacy: Accessing Deaf Community Cultural Wealth through Students’ Creation of Children’s Literature.

Degree: Teaching and Learning, 2017, University of California – San Diego

URL: http://www.escholarship.org/uc/item/7d7703nh

► Fifty percent of deaf students graduate high school with a 4th grade reading level (Traxler, 2000) and representations of deaf characters in children’s literature are… (more)

Subjects/Keywords: Teacher education; Education

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APA (6^th Edition):

Meyer, M. L. (2017). Literacy: Accessing Deaf Community Cultural Wealth through Students’ Creation of Children’s Literature. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/7d7703nh

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

Chicago Manual of Style (16^th Edition):

Meyer, Michelle Lee. “Literacy: Accessing Deaf Community Cultural Wealth through Students’ Creation of Children’s Literature.” 2017. Thesis, University of California – San Diego. Accessed September 25, 2017. http://www.escholarship.org/uc/item/7d7703nh.

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

MLA Handbook (7^th Edition):

Meyer, Michelle Lee. “Literacy: Accessing Deaf Community Cultural Wealth through Students’ Creation of Children’s Literature.” 2017. Web. 25 Sep 2017.

Vancouver:

Meyer ML. Literacy: Accessing Deaf Community Cultural Wealth through Students’ Creation of Children’s Literature. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2017 Sep 25]. Available from: http://www.escholarship.org/uc/item/7d7703nh.

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

Council of Science Editors:

Meyer ML. Literacy: Accessing Deaf Community Cultural Wealth through Students’ Creation of Children’s Literature. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/7d7703nh

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

University of Minnesota

22. Hoyt, Daniel Dexter Jr. Becoming a teacher educator: a journey.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

URL: http://hdl.handle.net/11299/163758

► This dissertation is about a journey, a journey of becoming a teacher educator. Although, I argue that this journey is one that is never truly… (more)

Subjects/Keywords: Teacher education; Teacher educator

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APA (6^th Edition):

Hoyt, D. D. J. (2014). Becoming a teacher educator: a journey. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163758

Chicago Manual of Style (16^th Edition):

Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Doctoral Dissertation, University of Minnesota. Accessed September 25, 2017. http://hdl.handle.net/11299/163758.

MLA Handbook (7^th Edition):

Hoyt, Daniel Dexter Jr. “Becoming a teacher educator: a journey.” 2014. Web. 25 Sep 2017.

Vancouver:

Hoyt DDJ. Becoming a teacher educator: a journey. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2017 Sep 25]. Available from: http://hdl.handle.net/11299/163758.

Council of Science Editors:

Hoyt DDJ. Becoming a teacher educator: a journey. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163758

Texas A&M University

23. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.

Degree: 2011, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

► The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US… (more)

Subjects/Keywords: teacher education; literacy; Teacher knowledge

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APA (6^th Edition):

Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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

Chicago Manual of Style (16^th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed September 25, 2017. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

MLA Handbook (7^th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 25 Sep 2017.

Vancouver:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2017 Sep 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

Council of Science Editors:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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

University of Toronto

24. Boudignon, Lara. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.

Degree: 2010, University of Toronto

URL: http://hdl.handle.net/1807/24693

►

You can always fall back into teaching. This thesis explores the meaning of this statement as it pertains to teachers’ motivations related to their careers,… (more)

Subjects/Keywords: teacher education; teacher attitudes; 0530

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APA (6^th Edition):

Boudignon, L. (2010). Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24693

Chicago Manual of Style (16^th Edition):

Boudignon, Lara. “Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.” 2010. Doctoral Dissertation, University of Toronto. Accessed September 25, 2017. http://hdl.handle.net/1807/24693.

MLA Handbook (7^th Edition):

Boudignon, Lara. “Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences.” 2010. Web. 25 Sep 2017.

Vancouver:

Boudignon L. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2017 Sep 25]. Available from: http://hdl.handle.net/1807/24693.

Council of Science Editors:

Boudignon L. Falling Back into Teaching: A Triptych of Teachers' Motiviations, Decision and Consequences. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24693

Arizona State University

25. Halpert, Michael Aron. Factors Affecting Teacher Satisfaction in an Urban School District.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

URL: http://repository.asu.edu/items/8861

► The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors… (more)

▼ The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors that directly impacted teachers' level of satisfaction towards their work and their attitude towards the administration of their schools. Forty-one teachers from two kindergarten through eighth grade schools in the southwest region of the United States were given a modified version of the 2007/08 Schools and Staffing Survey, a federally recognized survey on the satisfaction levels of teachers in America, combined with a select number of questions created by the researcher in this study to address the research questions of this study. Data were collected and analyzed through Survey Monkey, an online data portal, and imported into SPSS for data analysis. Both descriptive and inferential statistics were compiled to provide answers to the research questions established for this study. Results from this study indicated that although a majority of teachers sampled were satisfied with their teaching positions (78%), kindergarten through fourth grade teachers were more satisfied than teachers in the older grades. For the whole group, salary was the most influential factor; however, the teachers with 11 to 15 years of experience were the only ones who chose salary as their primary choice to increase their satisfaction. This study found that the levels of satisfaction per subgroup (teachers' years of experience, level of education, gender, age, type of certification, and grade level) were different than the group needs as a whole. This study revealed that the needs of the whole group and the needs of the subgroups can differ, consequently individual differences of the staff need to be taken into consideration. To view the staff as a whole may discredit the needs of the individual. Even though data indicated that a significant number of teachers felt supported by their administration, this study revealed the need for administrative staff to address specific issues of subgroups in their schools.

Subjects/Keywords: Teacher Education; Teacher Retention; Teacher Satisfaction

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

APA (6^th Edition):

Halpert, M. A. (2011). Factors Affecting Teacher Satisfaction in an Urban School District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8861

Chicago Manual of Style (16^th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Doctoral Dissertation, Arizona State University. Accessed September 25, 2017. http://repository.asu.edu/items/8861.

MLA Handbook (7^th Edition):

Halpert, Michael Aron. “Factors Affecting Teacher Satisfaction in an Urban School District.” 2011. Web. 25 Sep 2017.

Vancouver:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2017 Sep 25]. Available from: http://repository.asu.edu/items/8861.

Council of Science Editors:

Halpert MA. Factors Affecting Teacher Satisfaction in an Urban School District. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8861

Vanderbilt University

26. Preston, Courtney Elizabeth. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.

Degree: PhD, Leadership and Policy Studies, 2014, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;

► Research provides strong evidence that teachers make a significant contribution to student achievement and that among in-school factors, teachers matters most. States have begun evaluating… (more)

Subjects/Keywords: teacher preparation; teacher education; teacher quality

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

APA (6^th Edition):

Preston, C. E. (2014). Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;

Chicago Manual of Style (16^th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed September 25, 2017. http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

MLA Handbook (7^th Edition):

Preston, Courtney Elizabeth. “Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities.” 2014. Web. 25 Sep 2017.

Vancouver:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2017 Sep 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;.

Council of Science Editors:

Preston CE. Relationships between Teacher Preparation and Beginning Teacher Quality in North Carolina Public Universities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07182014-093908/ ;

27. Collazo Rivera, Glenda L. Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12).

Degree: 2016, University of Puerto Rico, Rio Piedras (Puerto Rico)

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10116946

► Esta investigacion tuvo como proposito estudiar como los estudiantes aprenden cuando se exponen a nuevas practicas educativas de solucion de situaciones en contexto, a… (more)

▼ Esta investigacion tuvo como proposito estudiar como los estudiantes aprenden cuando se exponen a nuevas practicas educativas de solucion de situaciones en contexto, a traves de treinta estudiantes del nivel superior del Departamento de Educacion de Puerto Rico (DEPR) que toman un curso de Trigonometria. Las mismas estuvieron apoyadas en la estrategia pedagogica de Aprendizaje Basado en Proyecto. La idea de exponer a los estudiantes a resolver situaciones en contexto surgio al estudiar la teoria de aprendizaje de la Matematica en Contexto. Desde un paradigma cualitativo con un dise?o en investigacion en accion se exploro como los estudiantes en los grados superiores resuelven situaciones dentro de su entorno. Se le dio enfasis en como ellos analizan a traves de situaciones en contexto, y como construyen conocimiento a traves de la busqueda de una posible solucion al problema a traves de la estrategia de Aprendizaje Basado en Proyectos. Los resultados revelaron que los estudiantes se sintieron parte de la situacion dentro de su entorno y conocian los factores causantes de la misma. Sus impresiones fueron motivacion para desarrollar el Proyecto Escolar que titularon: Rescatando el Huerto Escolar: Sembrando Conciencia. Como parte del proyecto utilizaron sus conocimientos de ciencia y matematica para ir resolviendo la situacion. De esta manera, aprendieron conceptos matematicos que son parte de la base del curso de Trigonometria y que se miden en las pruebas de aprovechamiento academico llamadas Metas PR, antes conocidas como Pruebas Puertorrique?as de Aprovechamiento Academico (PPAA). Proclamaron la colaboracion y organizacion para desarrollar posibles soluciones al problema convirtiendose ellos en una sociedad dedicada a buscar alternativas. Este estudio es una aportacion al mejoramiento y transformacion de la practica social y educativa, a la vez que procura una mejor comprension de dicha praxis. Se desarrollaron dos propuestas curriculares enmarcadas en dos modelos sobre la base de Aprendizaje Basado en Proyectos: 1) Modelo de instrumentos esenciales para alcanzar la estrategia de Aprendizaje Basado en Proyectos; 2) Modelo de extensiones en la creacion de proyectos escolares. Estas propuestas son recomendadas para los maestros y maestras que imparten cursos de matematicas y quieren introducir a sus estudiantes en nuevas practicas para aprender matematica.

Subjects/Keywords: Mathematics education; Education; Teacher education

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

APA (6^th Edition):

Collazo Rivera, G. L. (2016). Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12). (Thesis). University of Puerto Rico, Rio Piedras (Puerto Rico). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10116946

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

Chicago Manual of Style (16^th Edition):

Collazo Rivera, Glenda L. “Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12).” 2016. Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico). Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10116946.

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

MLA Handbook (7^th Edition):

Collazo Rivera, Glenda L. “Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12).” 2016. Web. 25 Sep 2017.

Vancouver:

Collazo Rivera GL. Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12). [Internet] [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2016. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10116946.

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

Council of Science Editors:

Collazo Rivera GL. Resolucion de situaciones matematicas en contexto por estudiantes del nivel superior (grados 10-12). [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10116946

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

28. Murphy, LaShunda. A professional development on autism spectrum disorders for special education teachers.

Degree: 2016, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10017111

► This study examined the effects of a 2-day professional development for special education teachers of students who have Autism Spectrum Disorders (ASDs). The professional… (more)

▼ This study examined the effects of a 2-day professional development for special education teachers of students who have Autism Spectrum Disorders (ASDs). The professional development included general knowledge of ASDs and teaching strategies that could be used in the classroom to assist children with ASDs. This study also ascertained teachers’ perceptions and knowledge gains as a result of participating in professional development opportunities on ASD. The overarching research question addressed in this study was: Does a professional development on ASDs for special education teachers increase their knowledge of ASD and their knowledge and ability to implement strategies in the classroom? The specific research questions were: 1. Does the professional development change teachers’ perceptions of students with ASD? 2. Does the professional development increase the special education teachers’ knowledge of ASD? 3. Does the professional development provide specific teaching strategies directly related to students with ASDs’ success? The researcher employed a mixed methods approach for this research study. The researcher collected data using the ASD Inventory (pre and post assessment). The study measured participants’ perceptions and knowledge of ASD, provided evidence-based practices to the participants, and assessed the participants’ comfort levels teaching students with ASD. The inventory assessments were analyzed using paired-samples t-test to obtain the final results. The overall goal of this study was to learn about how to create effective professional development experiences for special education teachers in the area of ASDs. The goal was to enhance teachers’ perceptions of teaching students with ASD, increase their technical knowledge of ASD, and improve their knowledge of strategies to use when teaching students with ASD, as assessed by the ASD Inventory. The major findings in this study were that after a 2-day professional development on ASD, there was a significant change in teachers’ perceptions of students with ASD, as well as a significant increase in teachers’ knowledge of ASD. Evidence of teaching strategies provided by the professional development was indicated through the assessment and teacher participation. Therefore, teachers learned strategies to meet the needs of students with ASDs.

Subjects/Keywords: Education; Special education; Teacher education

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

APA (6^th Edition):

Murphy, L. (2016). A professional development on autism spectrum disorders for special education teachers. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10017111

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

Chicago Manual of Style (16^th Edition):

Murphy, LaShunda. “A professional development on autism spectrum disorders for special education teachers.” 2016. Thesis, Pepperdine University. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10017111.

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

MLA Handbook (7^th Edition):

Murphy, LaShunda. “A professional development on autism spectrum disorders for special education teachers.” 2016. Web. 25 Sep 2017.

Vancouver:

Murphy L. A professional development on autism spectrum disorders for special education teachers. [Internet] [Thesis]. Pepperdine University; 2016. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10017111.

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

Council of Science Editors:

Murphy L. A professional development on autism spectrum disorders for special education teachers. [Thesis]. Pepperdine University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10017111

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

29. Abd-El-Hafez, Alaa Karem. Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment.

Degree: 2016, Long Island University, C. W. Post Center

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10032305

► Teacher retention is a concern in all educational sectors in America. It is of special importance to Islamic schools, which tend to lack the… (more)

Subjects/Keywords: Education; Religious education; Teacher education

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

APA (6^th Edition):

Abd-El-Hafez, A. K. (2016). Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment. (Thesis). Long Island University, C. W. Post Center. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10032305

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

Chicago Manual of Style (16^th Edition):

Abd-El-Hafez, Alaa Karem. “Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment.” 2016. Thesis, Long Island University, C. W. Post Center. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10032305.

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

MLA Handbook (7^th Edition):

Abd-El-Hafez, Alaa Karem. “Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment.” 2016. Web. 25 Sep 2017.

Vancouver:

Abd-El-Hafez AK. Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment. [Internet] [Thesis]. Long Island University, C. W. Post Center; 2016. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10032305.

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

Council of Science Editors:

Abd-El-Hafez AK. Alternative-specific and Case-specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention| A Discrete Choice Experiment. [Thesis]. Long Island University, C. W. Post Center; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10032305

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

Portland State University

30. Niedo, Noelle Frances Garcia. A Pilot Study on Methods to Introduce Teachers to New Science Standards.

Degree: 2017, Portland State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10250061

► With the recent adoption of the Next Generation Science Standards in Oregon, there is a great need for teachers to be trained to effectively… (more)

▼ With the recent adoption of the Next Generation Science Standards in Oregon, there is a great need for teachers to be trained to effectively implement the three dimensions of the Next Generation Science Standards (NGSS) in their teaching. Time and location are the largest constraining factors that affect teacher participation in professional development trainings. To address this constraint, Tryon Creek State Park offered a NGSS professional development training opportunity for teachers that was integrated within a field trip that they took their students on. Before the field trip, teachers were introduced to the NGSS through a set of NGSS pre-field trip materials which informed them about the NGSS and how aspects of it would be integrated into their students’ field trip. Teachers accompanied their students on a two-hour long field trip at Tryon Creek State Park where teachers observed nature guides model NGSS-aligned activities for the students. My research aimed to answer the following question: How will an informal science education program at Tryon Creek State Park affect K-2 teachers’ awareness of the Next Generation Science Standards? Outcomes were measured through a pre/post retrospective survey and follow-up interviews. On the survey teachers reported little awareness of the three dimensions of the NGSS and very few of the teachers increased their understanding after the treatment. On the other hand, most had a high level of awareness and confidence in teaching factual information supporting the NGSS prior to treatment, resulting in a ceiling effect. Interviews suggested that few teachers read the materials sent in advance of the field trip, but teachers who did read the materials indicated increases in understanding of the NGSS. During the field trip several of the nature guides were effective in modeling science and engineering practices. These findings suggest that this method of professional development is promising, but needs further refinement.

Subjects/Keywords: Education; Teacher education; Science education

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

APA (6^th Edition):

Niedo, N. F. G. (2017). A Pilot Study on Methods to Introduce Teachers to New Science Standards. (Thesis). Portland State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10250061

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

Chicago Manual of Style (16^th Edition):

Niedo, Noelle Frances Garcia. “A Pilot Study on Methods to Introduce Teachers to New Science Standards.” 2017. Thesis, Portland State University. Accessed September 25, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10250061.

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

MLA Handbook (7^th Edition):

Niedo, Noelle Frances Garcia. “A Pilot Study on Methods to Introduce Teachers to New Science Standards.” 2017. Web. 25 Sep 2017.

Vancouver:

Niedo NFG. A Pilot Study on Methods to Introduce Teachers to New Science Standards. [Internet] [Thesis]. Portland State University; 2017. [cited 2017 Sep 25]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10250061.

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

Council of Science Editors:

Niedo NFG. A Pilot Study on Methods to Introduce Teachers to New Science Standards. [Thesis]. Portland State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10250061

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

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Open Access Theses and Dissertations