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Pre-service science teachers' beliefs related to teaching and learning with socioscientific issues
(University of Missouri--Columbia, 2019)
numerous learner benefits (Sadler, 2004; Zeidler, 2014), even teachers who hold this view tend to utilize SSI inconsistently and superficially, if at all (Lee and Witz, 2009; Sadler, Amirshokoohi, Kazempour, and Allspaw, 2006; Saunders and Rennie, 2013...
Social studies, denizens, and the state: A three-article dissertation
(University of Missouri--Columbia, 2018)
for Nonelite Youths,” identifies educative-psychic violence in submissions to a U.S. public diplomacy initiative’s page on Facebook. It examines how teachers and staff interpret and communicate compliance with the program’s mission for students to develop...
An examination of Missouri women high school band directors' experiences with mentorship
(University of Missouri--Columbia, 2018)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study was designed to examine the mentorship experiences and current mentorship roles of Missouri women high school band directors. Also of interest ...
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...
Reclaiming relations : embodied practices of visual arts educators knowing, being and doing evaluation
(University of Missouri--Columbia, 2021)
The articles in this work address histories of how visual art educators have come to exist within scholarship on teacher evaluation. This study, reconceptualized outside of methodology through a post qualitative framework ...
Developing secondary students' understanding of the generality and purpose of proof
(University of Missouri--Columbia, 2018)
In spite of their fundamental role in mathematics, prior studies have found that high school students struggle to develop conceptual understanding of proof, and in particular, understand the generality requirement for ...
Rethinking PD as participatory development : engaging in collaboration toward racial literacies development
(University of Missouri--Columbia, 2023)
This dissertation outlines a participatory action research project collaborative consisting of three early career elementary teachers and one doctoral student. The goal of this collaboration was the racial literacies ...
An examination of Missouri women high school band directors' experiences with mentorship
(University of Missouri--Columbia, 2018)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study was designed to examine the mentorship experiences and current mentorship roles of Missouri women high school band directors. Also of interest ...
Developing computational thinking competencies and natural selection understanding thorough unplugged algorithmic explanations
(University of Missouri--Columbia, 2019)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Technology and computing have permeated science, technology, engineering, and mathematics (STEM) disciplines, resulting in a need for a computationally ...
Students' view toward biology as a complex system
(University of Missouri--Columbia, 2021)
System thinking is found to be a proper approach to address the complex problems of our modern world. However, while it is practiced in various science disciplines, it is not yet embedded proportionately into science ...
"Little people can learn about race" : thinking with the wake in a first-grade classroom
(University of Missouri--Columbia, 2019)
This dissertation sought to explore the processes and actions that unfolded in a first-grade classroom when teaching and learning about topics of race and racism. I developed a research(ing) relationship with the classroom ...
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 ...
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 ...