Search
Now showing items 1-20 of 39
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 ...
The Changing Lives Through Literature program for juvenile offenders
(University of Missouri--Columbia, 2007)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] 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 ...
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...
Scaffolding the continua of biliterate development in the Spanish language immersion classroom
(University of Missouri--Columbia, 2018)
The purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion...
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...
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 ...
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...
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)
. The teachers involved in this study were hired to teach in elementary primary classrooms in three different public school districts.The design of this study was four case studies. Data consisted of fieldnotes from classroom observations, informal notes from...
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...
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, ...
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...
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...
Collaboration and the use of three dimensional interface within a virtual learning environment and the impact on communication and learning: a case study
(University of Missouri--Columbia, 2008)
The purpose of this study was to determine whether collaboration occurred within 3D virtual learning environments. Furthermore, if collaboration occurred were the elements of Nonaka and Takeuchi's knowledge spiral present ...
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 ...
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 grade, English I Honors class...
A comparison of grant-funded outdoor classrooms in rural and nonrural Missouri schools
(University of Missouri--Columbia, 2009)
and quantitative data collected during site visits and responses made by the state conservation education consultants supported the quantitative findings....
Preparing to teach English language learners : exploring the change in mainstream teachers' perceptions of ELL students in two online certification courses
([University of Missouri--Columbia], 2014)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study is to understand the role of two online certification courses in changing mainstream teachers' perceptions of ELL students. ...
Alternative certification science teachers' understanding and implementation of inquiry-based instruction in their beginning years of teaching
(University of Missouri--Columbia, 2006)
and school culture. The perceived needs included classroom management, pedagogical skills, practical knowledge, discipline, successful grade-specific models of inquiry, and access to a strong support system. Prior professional work experience, models...
Investigating science teacher knowledge of learners and learning and sequence of instruction in an alternative certification program
(University of Missouri--Columbia, 2008)
Alternative certification programs (ACPs) have been designed to address the teacher shortage and still meet the goals of science literacy by creating highly qualified teachers. However, science education researchers know ...