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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 ...
"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)
-study examination of various mentoring tools, student-mentor relationships, and school contexts, data and analysis indicate near-peer mentors utilized instrumental tools to support student informational needs and relational tools to emotionally support and push...
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 ...
Scaffolding the continua of biliterate development in the Spanish language immersion classroom
(University of Missouri--Columbia, 2018)
in the Development of Biliteracy," to illustrate the task-oriented support provided by the teacher, and "Centripetal versus Centrifugal Forces," to present the forces and tensions that the teacher faced within the historical phases of the Spanish Language Immersion...
Professional identity and curricular construction : a study of teacher interaction with mathematics curricula of two types
(University of Missouri--Columbia, 2008)
In some school settings, teachers are asked to teach courses utilizing textbooks with different instructional designs and different expectations for teaching. For example, for one class, teachers may be expected to teach ...
Talking beyond the text: identifying and fostering critical talk in a middle school classroom
(University of Missouri--Columbia, 2004)
more applicable to their lives, while at the same time traveling up the ladder, abstracting the is sues to begin to explore larger more systemic causes of particular injustices. Second, some students believed that they were changed by the interactions...
The Changing Lives Through Literature program for juvenile offenders
(University of Missouri--Columbia, 2007)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was to learn if the Changing Lives through Literature program for juvenile offenders actually lived up to its billing of ...
Elementary students' understanding of fractions with dynamic technology
(University of Missouri--Columbia, 2020)
This study examines students' mathematical strategies within a novel technological environment designed to support understanding of relationships between quantities and adjustable measuring units. In particular, 30 elementary students (grades 3...
Teacher conceptions of authentic science : exploring teachers' practical and formal epistemologies
(University of Missouri--Columbia, 2018)
-aligned curriculum materials offer one route to support implementation of scientific practices. However, teachers' beliefs about science influence their planning process and how those plans are enacted in the classroom. Thus, if teachers hold inaccurate views...
A study of teacher knowledge as secondary mathematics teachers use a new technology
(University of Missouri--Columbia, 2010)
PCK with the TI-nspire[TM]. (2) Teachers may develop specific components of their pedagogical content knowledge with technology before others, and (3) teachers consider the TI-nspire[TM] a "discovery-based" mathematics learning tool and believe...
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 ...
"I can't believe I just said that" : discursive filters and beginning mathematics teachers' enactment of ambitious practice
(University of Missouri--Columbia, 2020)
After being introduced to "ambitious" teaching methods during teacher education, only some beginning teachers attempt to enact those methods, as others gravitate toward the conventional practices that overwhelm K-12 settings. ...
Achieving a coherent curriculum in second grade : science as the organizer
(University of Missouri--Columbia, 2006)
) the teachers viewed science as a tool to motivate students and used an inquiry based approach to teach science; 2) they described inquiry as a process of thinking organized around questions, and shifted their instruction between guided and open inquiry...
Perceptions of STARR (Select Teachers as Regional Resources) teachers concerning their professional development experience
(University of Missouri--Columbia, 2006)
This study described and analyzed the perceptions of teachers who participated in a unique professional development experience. The research framework that guided the study included components of professional development, ...
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 ...
An examination of how extended field experiences, integrated coursework, and school partnerships influenced the development of four first year teachers' literacy beliefs and practice
(University of Missouri--Columbia, 2007)
cases. Results indicated that university coursework, district commitment to teacher preparation, and mentor support combine to assist first year teachers in making reflective decisions which help them develop effective literacy practices. Combining...
Teachers' knowledge of algebraic reasoning : its organization for instruction
(University of Missouri--Columbia, 2007)
with one another in the process of making instructional decisions. Typically, each teacher drew upon a primary form of knowledge with a second knowledge used in support. This secondary knowledge was either used to explain or justify the primary form...
Alternatively certified mathematics teachers : factors that contribute to changes in instruction over time
(University of Missouri--Columbia, 2009)
of content-specific professional development and certification program support seemed to hold the largest influence on teacher growth in instructional repertoire. The findings of this study imply that certification programs should focus on educating...
A case study of cross-cultural and cross-age online literature discussion
(University of Missouri--Columbia, 2008)
books and interacted with people of a different culture. The instructors' supports and scaffolding helped contribute to that growth. The social contexts formed within the student groups as well as on the blogs came into play when students participated...
From the textbook to the enacted curriculum: Textbook use in the middle school mathematics classroom
(University of Missouri--Columbia, 2003)
The dissertation study reported here describes how teachers use district-adopted mathematics curriculum materials and other curricular resources. Analysis of survey data, textbook diaries, and classroom observations was ...