Search
Now showing items 1-6 of 6
Pre-service science teachers' beliefs related to teaching and learning with socioscientific issues
(University of Missouri--Columbia, 2019)
Socioscientific issues (SSI) are the hallmark of a reform-oriented approach to science teaching and learning (Sadler, Foulk, and Friedrichsen, 2017) that foregrounds controversial and unstructured societal challenges with ...
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 ...
A balancing act : negotiating the teacher roles of instructor and participant during a high school literature discussion unit
(University of Missouri--Columbia, 2010)
The purpose of this naturalistic, qualitative inquiry is to provide more information about how literature discussion as a reading instructional strategy can work in the secondary classroom. Elementary teachers have known ...
Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective
(University of Missouri--Columbia, 2019)
The importance of undergraduate science learning for the workforce and scientific literacy is consistently emphasized by prominent organizations and influential publications such as the American Association for the Advancement ...
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 ...
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 ...