This study documented how Grade 4 teachers plan to teach from an inquiry-based mathematics curriculum, and identified specific influences on planning. Previous studies of instructional decision-making yielded a framework for researching lesson...

An e-mail survey was conducted in the summer of 2007 to obtain information from state supervisors of mathematics (employees of state departments of education with primary responsibility for K-12 curriculum leadership) ...

' learning as well as functioning. There were tensions with the image of the teacher, teachers' dichotomy, and tensions with the scripted curriculum. It was also found that there was an emergence of issues of power and teacher identity....

, there are few studies of mature, effective science teacher PLCs working without external support and few studies of teachers' efforts to negotiate the meaning of new standards and revise their curriculum. This instrumental case study framed by communities...

This study was designed to investigate the choices International Baccalaureate (IB) science teachers make in curriculum and instruction. Data was gathered via a survey completed by IB science teachers who had attended either an April, 2007 workshop...

This report represents the first detailed analysis of the grade placement of particular learning goals across all state-level curriculum documents published and current as of May 2005. The report documents the current situation regarding grade...

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation arose from research following U.S. college students on a month-long study abroad trip to Rwanda to learn about the 1994 Genocide Against the Tutsi. Channeling...

need to learn how to teach their content lessons from a more proactive universal design approach, like the Universal Design for Learning framework. When learning barriers are recognized and addressed within the curriculum design, students become more...

Because elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker and Park, 2011). However, there is a need...

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The teacher is the most important school-based factor in student learning. Thus, in order to improve student learning, we must examine how teachers learn to teach. My overarching...

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Artists are researchers and teachers. As an a/r/tographer, I live my research through the three lenses of the artist, researcher, and teacher. These ...

The purpose of this study was to examine how college science teachers' belief systems about inquiry-based teaching changed through their learning experience in a faculty development program. The program was designed to support college science...

The federal No Child Left Behind (NCLB) Act has prompted increased activity at the state level in the specification of mathematics curriculum learning goals in the United States. As a direct result of NCLB, 39 states have replaced or revised...

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Recent science standards have underlined the importance of engaging students in scientific practices for learning science ideas as well as develop understandings about the ways...

explored new ideas through public reflection and negotiation of meaning very little. Findings revealed that the nature of learning in this environment is personalized and supportive, but there were obstacles to learning, such as the voluntary nature...

This study sought to identify the instructional strategies used by developmental mathematics instructors in Missouri's public 2-year colleges to engage students in the learning process, determine the cognitive complexity of the instructional...

/knowledge produced literacy curriculum, teachers, and multiple discourses in a Midwestern public school district. The methodological blend was comprised of postqualitative inquiry (St. Pierre, 2011; Lather and St. Pierre, 2013), thinking with theory (Jackson...