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Teacher conceptions of authentic science : exploring teachers' practical and formal epistemologies
(University of Missouri--Columbia, 2018)
Reform documents such as A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) have placed an emphasis on students' understanding and ability to engage in scientific practices. Even with an understanding...
The impact of place-based pedagogy on teachers' professional identities, instructional decisions, and collaborations
(University of Missouri--Columbia, 2020)
This design study uses a design-based, formative approach to consider teachers' understanding and use of place-based pedagogical practices. The study focuses on teachers' awareness, understanding and use of place as they implemented classroom...
Pre-service science teachers' beliefs related to teaching and learning with socioscientific issues
(University of Missouri--Columbia, 2019)
beliefs influence teachers' uptake of SSI-based practices. Even less is known about how pre-service teachers' (PST) beliefs influence their adoption of SSI for teaching and learning. To address this gap in understanding I explored PSTs' beliefs about SSI...
Taking up space : children's opportunities to learn in one-on-one interactions involving fraction story problems
(University of Missouri--Columbia, 2023)
's mathematical activity--in the form of problem-solving and articulating that problem-solving--and agency as they worked to solve an equal sharing story problem with a fractional answer. An additional exploratory analysis showed how children also bring who...
Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective
(University of Missouri--Columbia, 2019)
) (1993, 2013), the National Research Council (NRC) (2010, 2011, 2012a, 2012b, 2013) and the Coalition for Reform of Undergraduate Science, Technology, Engineering, and Math (STEM) Education (CRUSE) (2014). Moreover, important undergraduate and K-12 reform...
"I can't believe I just said that" : discursive filters and beginning mathematics teachers' enactment of ambitious practice
(University of Missouri--Columbia, 2020)
(contextual discourses). Findings revealed that the extent to which teachers' critical pedagogical discourses acted as resources for filtering out contextual pressures to teach in conventional ways helped to explain their enactment of ambitious practice. Among...
Developing secondary students' understanding of the generality and purpose of proof
(University of Missouri--Columbia, 2018)
are presented as three stand-alone articles. In the first article, I present a framework for assessing students' understanding of different proof components based on Stylianides' (2007) definition of proof. I argue that the proposed framework provides a more...
Scaffolding the continua of biliterate development in the Spanish language immersion classroom
(University of Missouri--Columbia, 2018)
of the Community of Practice created by the teacher in this classroom that include a focus upon encouragement, knowledge, organization, and literate habitus. Additionally, two visual models were created to present the data including: "Scaffolding Episodes...
Beyond learning (in)opportunities in mathematics education : advocating and curating in a rural school community
(University of Missouri--Columbia, 2023)
Despite egalitarian ideals, schools and school mathematics play an integral role in the stratification of individuals, determining which individuals will occupy which positions in society and justifying the distance between ...
Educative features of upper elementary Eureka math curriculum
(University of Missouri--Columbia, 2020)
This two-phase study examined the educative features of upper elementary Eureka Math curriculum as well as examined take-up of those educative features in two classrooms at each grade level. Using an analytical framework based on Males (2011...
"When people push us, it just makes us feel better" : a multi-case exploration of the tools, relationships, and contexts of near-peer mentoring for college
(University of Missouri--Columbia, 2019)
This study sought to explore the unique ways near-peer mentors serving in three different public high schools help historically marginalized students address and overcome informational and psychological barriers to college. Through a multiple case...
Becoming within entangled spaces of artistic practice, an illustrated autoethnography
(University of Missouri--Columbia, 2019)
practice can have a real effect on the lives of creatives. As an artist living in an increasingly digitized world, the implications have extended far beyond my own studio and have impacted the quality of my interactions with others, self-efficacy, and how I...
Decentering experience : beyond visitor or object centered philosophies in university art museums and exhibition design
(University of Missouri--Columbia, 2018)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In the face of current museum trends towards heavily visitor-centered philosophies, this research offers a better understanding of how museums can theorize and practice in...
Small group read aloud with nonfiction and fiction literature in preschool
(University of Missouri--Columbia, 2018)
"The purpose of this study was to investigate teacher�s roles and children�s responses during small group read aloud with fiction and nonfiction literature in one preschool classroom. This instrumental case study draws ...
Social studies, denizens, and the state: A three-article dissertation
(University of Missouri--Columbia, 2018)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examines education as an apparatus of state in three different research studies. The first paper, “Cultural Bombs and Dangerous ...
Facilitating emergent bilingual's participation in mathematics : an examination of a teacher's positioning acts
(University of Missouri--Columbia, 2018)
This study examined the mathematical learning opportunities provided to Latinx emergent bilinguals (EBs) in an elementary classroom. I used positioning theory (Rom Harre & van Langenhove, 1999b) to examine the acts of one ...
Enacted identities : a narrative inquiry into teacher writerly becoming
(University of Missouri--Columbia, 2018)
This narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended ...
Genealogies of affect among a young veterinarian's public letter : an exploratory study of hidden curricula in a college of veterinary medicine
(University of Missouri--Columbia, 2018)
; and freedom, debt, and hopelessness. Implications for research and professional practice/curricula are discussed and deliberated....
PCK development of beginning secondary mathematics teachers
(University of Missouri--Columbia, 2019)
' understanding, which they gained through use of their standards-based curriculum materials and their use of assessment, while the third participant was only able to speak to student understanding at the whole-class level....
Whole-class read-alouds with diverse children's literature: primary teachers' perspectives and practices
(University of Missouri--Columbia, 2022)
The purpose of this qualitative research study was to investigate primary teachers' perspectives about whole-class read-alouds with diverse children's literature (DCL) and their practices for implementing and conducting them. This multiple...