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A study of environmental education in Missouri : a survey of project wet facilitators' understandings of environmental education
(University of Missouri--Columbia, 2007)
not been a formal assessment of PWF understandings about EE. PWF come from both formal and nonformal sectors of EE. Research has shown these two groups to be different (Knapp, 2001, Magill, 2002, & Simmons, 2002) because of their preparation and practice...
Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective
(University of Missouri--Columbia, 2019)
want to consider that student centered learning theories and student-centered course design for online education could be incomplete. The primary implication includes ways to support formative assessment practices for science instructors in virtual...
Alternative certification science teachers' understanding and implementation of inquiry-based instruction in their beginning years of teaching
(University of Missouri--Columbia, 2006)
years of teaching; (b) describe constraints and needs that these beginning science teachers perceived in implementing inquiry-based science instruction; and (c) understand the relation between what they learned in their ATCP and their practice...
A case study of cross-cultural and cross-age online literature discussion
(University of Missouri--Columbia, 2008)
The purpose of this qualitative case study is to investigate the nature of students' reading and writing experiences and the social contexts when students are involved in a cross-cultural and cross-age online literature ...
Talking beyond the text: identifying and fostering critical talk in a middle school classroom
(University of Missouri--Columbia, 2004)
This qualitative inquiry examined eighty-one transcribed student and teacher discussions and interviews and researcher field notes to determine the type of talk that occurred as the teacher invited small groups of students ...
Professional identity and curricular construction : a study of teacher interaction with mathematics curricula of two types
(University of Missouri--Columbia, 2008)
-specific textbook with a procedural orientation that lends itself to teacher lecture followed by student individual practice. For another class, they may be asked to use an integrated textbook with a conceptual orientation that lends itself to teacher facilitation...
Examining the relationships between socio-scientific reasoning, content knowledge, and personal interest
(University of Missouri--Columbia, 2020)
Socio-Scientific Issues (SSI) appear to be a viable means for promoting students' development of science literacy, providing relevance to scientific concepts for students to apply their understandings and make sense of ...
The development of pedagogical content knowledge of a mathematics teaching intern: the role of collaboration, curriculum, and classroom context
(University of Missouri--Columbia, 2005)
of a probability unit from a standards-based curriculum, Connected Mathematics Project. Using existing research, a conceptual framework was developed and multiple data sources (audio taped collaborations, observations of the intern's teaching practices...
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 ...
Investigating science teacher knowledge of learners and learning and sequence of instruction in an alternative certification program
(University of Missouri--Columbia, 2008)
of instruction to transmit knowledge to students. For the teachers, the integration of knowledge of instructional sequences and learners meant that they purposefully added "practice" types of activities to help students learn terms and concepts. Prospective...
The importance of undergraduate's computer competency and information literacy skills : marketing faculty's perspectives in Thailand
(University of Missouri--Columbia, 2008)
Computer technology has become a significant part of life for many people. Because of this, undergraduate students should prepare themselves to learn this technology in order to meet the needs of the workplace. Incorporating ...
Blogging about books : writing, reading, and thinking in a twenty-first century classroom
(University of Missouri--Columbia, 2007)
The purpose of this study is to investigate how blogging as a reader response tool influences students' writing, response to literature, and thinking. From October 2006 through January 2007, thirty students in a ninth ...
Teacher opportunities to learn: responses and recommendations of grades 6-12 mathematics teachers from one district
(University of Missouri--Columbia, 2009)
This is a case study of one district, examining secondary mathematics teachers' perceptions of professional learning and teacher professional development. Research questions include: a) Why did the teachers from this ...
Lost in translation? : transformations of federal policy intentions for effective professional development in statewide policy
(University of Missouri--Columbia, 2014)
policy intentions informed by research may influence professional development practice. State and local policy actors exhibited intentions that were more so aligned than disparate to federal intentions, and local professional development activities...
Preschool piano methods and developmentally appropriate practice
(University of Missouri--Columbia, 2007)
The purpose of this study was to analyze preschool piano method books and identify ways in which they were or were not consistent with guidelines of Developmentally Appropriate Practices in Early Childhood Programs (Bredekamp & Copple, 1997...
Teachers' knowledge of algebraic reasoning : its organization for instruction
(University of Missouri--Columbia, 2007)
Teacher knowledge is a critical factor that influences instructional decisions. Elbaz (1983) stated, "the single factor which seems to have the greatest power to carry forward our understanding of the teachers' role is the ...