Reform-Based Science Teaching- A Mixed-Methods Approach to Explai
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Reform-Based Science Teaching- A Mixed-Methods Approach to Explai
Syracuse UniversitySURFACEDissertations • ALLSURFACE41760Reform-Based Science Teaching: A Mixed-Methods Approach toExplaining Variation in Secondary S Reform-Based Science Teaching- A Mixed-Methods Approach to ExplaiScience Teacher PracticeLauren E. JettySyracuse UniversityFollow this and additional works at: https://surface.syr.edu/etd& Part of the Education CommonsRecommended CitationJetty. Lauren E„ ‘Reform-Based Science Teaching: A Mixed-Methods Approach to Explaining Variation in Secondary Science Teacher Reform-Based Science Teaching- A Mixed-Methods Approach to ExplaiPractice' (2014). Dissertations ■ ALL. 104.https://surface syr edu/etd/104This Dissertation is brought to you for free and open access by the SURFACEReform-Based Science Teaching- A Mixed-Methods Approach to Explai
at SURFACE. It has been accepted for inclusion in Dissertations • ALL by an authorized administrator of SURFACE. For more information, please contact Syracuse UniversitySURFACEDissertations • ALLSURFACE41760Reform-Based Science Teaching: A Mixed-Methods Approach toExplaining Variation in Secondary S Reform-Based Science Teaching- A Mixed-Methods Approach to Explai1 secondary* science teachers' enactment of reformbased instructional practices. Utilizing teacher socialization theory', this mixed-methods analysis was conducted to determine the relative influence of secondary science teachers’ characteristics, backgrounds and experiences across their teacher dev Reform-Based Science Teaching- A Mixed-Methods Approach to Explaielopment to explain the range of teaching practices exhibited by graduates from three reform-oriented teacher preparation programs. Data for this studReform-Based Science Teaching- A Mixed-Methods Approach to Explai
y were obtained from the Investigating the Meaningfulness of Presen ice Programs Across the Continuum of Teaching (IMPPACT) Project, a multi-universitSyracuse UniversitySURFACEDissertations • ALLSURFACE41760Reform-Based Science Teaching: A Mixed-Methods Approach toExplaining Variation in Secondary S Reform-Based Science Teaching- A Mixed-Methods Approach to Explaithe IMPPACT Project database. Hierarchical multiple regression analysis was used to examine the separate as well as the combined influence of factors such as teachers' personal and professional background characteristics, beliefs about reform-based science teaching, feelings of preparedness to teach Reform-Based Science Teaching- A Mixed-Methods Approach to Explai science, school context, school culture and climate of professional learning, and influences of the policy environment on the teachers' use of reformReform-Based Science Teaching- A Mixed-Methods Approach to Explai
based instructional practices. Findings indicate tlưee blocks of variables, professional background. beliefs/eflScacy. and local school context added Syracuse UniversitySURFACEDissertations • ALLSURFACE41760Reform-Based Science Teaching: A Mixed-Methods Approach toExplaining Variation in Secondary S Reform-Based Science Teaching- A Mixed-Methods Approach to Explaie variables that significantly' contributed to explaining variation in teachers' use of reform-based instructional practices in the full model were, university of teacher preparation, sense of preparation for teaching science, the quality of professional development, science content focused professi Reform-Based Science Teaching- A Mixed-Methods Approach to Explaional, and the perceived level of professional autonomy.Using the results from phase one, the second qualitative phase selected six case study teachersReform-Based Science Teaching- A Mixed-Methods Approach to Explai
based on their levels of reform-based teaching practices to highlight teachers across the range of practices from low. average, to high levels of impSyracuse UniversitySURFACEDissertations • ALLSURFACE41760Reform-Based Science Teaching: A Mixed-Methods Approach toExplaining Variation in Secondary S Reform-Based Science Teaching- A Mixed-Methods Approach to Explaio teachers’ backgrounds, local contexts, and stale policy environments were developed as they related to teachers’ socialization experiences across these contexts. 1 he results of the qualitative analysis identified the following factors differentiating teachers who enacted reform-based instructiona Reform-Based Science Teaching- A Mixed-Methods Approach to Explail practices from those who did not: 1) extensive science research experiences prior to their preservice teacher preparation: 2) the structure and qualReform-Based Science Teaching- A Mixed-Methods Approach to Explai
ity' of their field placements; 3) developing and valuing a research-based understanding of teaching and learning as a result of their preservice teacSyracuse UniversitySURFACEDissertations • ALLSURFACE41760Reform-Based Science Teaching: A Mixed-Methods Approach toExplaining Variation in Secondary S Reform-Based Science Teaching- A Mixed-Methods Approach to Explaid receiving support from "educational companions” with a specific focus on teacher pedagogy to support student learning: and 5) a greater sense of agency to navigate their districts’ interpretation and implementation of state polices. Implications for key stakeholders as well asdirections for future Reform-Based Science Teaching- A Mixed-Methods Approach to Explai research are discussed.REFORM-BASED SCIENCE TEACHING: A MIXED-METHODS APPROACH TOEXPLAINING VARIATION IN SECONDARY SCIENCE TEACHER PRACTICEByLauren EReform-Based Science Teaching- A Mixed-Methods Approach to Explai
. JettyB.s. Pennsylvania State University. 2001M.p.s SUNY Environmental Science and Forestry. 2006 M.S. Syracuse University. 2006DissertationSubmittedSyracuse UniversitySURFACEDissertations • ALLSURFACE41760Reform-Based Science Teaching: A Mixed-Methods Approach toExplaining Variation in Secondary S Reform-Based Science Teaching- A Mixed-Methods Approach to Explai E. JettyAll Rights ReservedACKNOWLEDGMENTSSyracuse UniversitySURFACEDissertations • ALLSURFACE41760Reform-Based Science Teaching: A Mixed-Methods Approach toExplaining Variation in Secondary SGọi ngay
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