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A study of teacher knowledge as secondary mathematics teachers use a new technology
(University of Missouri--Columbia, 2010)
Professional organizations (e.g., NCTM and NCSM) and educational leaders advocate for increased use of technology in high school mathematics. Educational researchers find that teachers' beliefs and knowledge influence use of technology and student...
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 of Science (AAAS...
A phenomenological study of lived experiences of learning communties in online courses among undergraduate pre-service teachers
(University of Missouri--Columbia, 2018)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This phenomenological study examined lived experiences of learning communities among pre-service teachers within online undergraduate college courses from a new literacies...
Investigating science teacher knowledge of learners and learning and sequence of instruction in an alternative certification program
(University of Missouri--Columbia, 2008)
developed knowledge of learners from their experiences in the Secondary Science Methods courses, from their mentor teacher, and from working with students however, they consistently sequenced instruction in ways that gave priority to "inform" types...
Preservice elementary teachers' perceptions of their understanding of scientific inquiry-based pedagogy and their confidence to teach science : influence of elementary science education methods course and science field experience
(University of Missouri--Columbia, 2007)
for the benefits of teaching and learning science in a constructivist environment, develop confidence to teach science and indicate intent to use inquiry-based science teaching strategies in their own classroom practice. Findings from this research study have...
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 substantive connections...
The importance of undergraduate's computer competency and information literacy skills : marketing faculty's perspectives in Thailand
(University of Missouri--Columbia, 2008)
Computer technology has become a significant part of life for many people. Because of this, undergraduate students should prepare themselves to learn this technology in order to meet the needs of the workplace. Incorporating computer and related...
Achieving a coherent curriculum in second grade : science as the organizer
(University of Missouri--Columbia, 2006)
The purpose of this study was to examine how a team of teachers used science as a means for designing and implementing a coherent curriculum.Using a phenomenological research framework and a case study method, I generated four assertions: 1...
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 literate STEM work force...
Teacher opportunities to learn: responses and recommendations of grades 6-12 mathematics teachers from one district
(University of Missouri--Columbia, 2009)
-five grades 6-12 mathematics teachers of different years of experience representing eight schools, and one mathematics district coordinator. Major findings suggest that teacher learning is largely dependent on the contexts within which they are situated. All...
Alternative certification science teachers' understanding and implementation of inquiry-based instruction in their beginning years of teaching
(University of Missouri--Columbia, 2006)
years of teaching; (b) describe constraints and needs that these beginning science teachers perceived in implementing inquiry-based science instruction; and (c) understand the relation between what they learned in their ATCP and their practice...
Professional development for primary science teaching in Thailand : knowledge, orientations, and practices of professional developers and professional development participants
(University of Missouri--Columbia, 2007)
. The orientations that were found among the professional developers deviated from the reformed Thai Science Education Standards; (b) the professional developers had limited PCK for PD, which were knowledge of teachers' learning, knowledge of PD strategies, knowledge...
The development and implementation of a heuristic for teaching reflective scientific skepticism within a socio-scientific issue instructional framework
(University of Missouri--Columbia, 2018)
misinformation about a socio-scientific issue such as a disease outbreak, genetically modified foods, or vaccine safety. Other times, as in the case of climate change denial, science ideas may be deliberately distorted in order to manipulate public opinion toward...
Instrumental music teacher perceptions regarding student self-regulation of music learning
(University of Missouri--Columbia, 2019)
In this study I examined instrumental music teacher's perceptions regarding student self-regulation of music learning. Relying on an interpretivist approach to an instrumental collective case study, data were collected from six instrumental music...
Examining the relationships between socio-scientific reasoning, content knowledge, and personal interest
(University of Missouri--Columbia, 2020)
Socio-Scientific Issues (SSI) appear to be a viable means for promoting students' development of science literacy, providing relevance to scientific concepts for students to apply their understandings and make sense of science-related issues...
Development and analysis of a socio-scientific reasoning assessment : application of computer automated scoring and rasch analysis
(University of Missouri--Columbia, 2019)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Scientific literacy (SL) as an idea is considered by many to be one of the main goals of science education. This study focuses on Roberts' (2007) second vision of SL, the ability...
The impact of place-based pedagogy on teachers' professional identities, instructional decisions, and collaborations
(University of Missouri--Columbia, 2020)
understanding. Not satisfied with strictly textbook-driven instruction, this team has developed ways to expand school walls, create meaningful experiences for educational colleagues and secure community partnerships valuable to all aspects of this professional...
The benefits of partnering with the University of Missouri Telecenter Network
(University of Missouri--Columbia, 2006)
Purpose: The purpose of this study was to describe the Telecommunication Community Resource Center (TCRC) Collaborative and its participation in collaborations/ partnerships within the community, and examine the benefits ...
Lost in translation? : transformations of federal policy intentions for effective professional development in statewide policy
(University of Missouri--Columbia, 2014)
to be employed by the U.S. federal government despite modest and uneven results of federally sponsored professional development in the past. Fortunately, a growing body of research has accreted as a consensus view informing how the enterprise of professional...
A comparison of grant-funded outdoor classrooms in rural and nonrural Missouri schools
(University of Missouri--Columbia, 2009)
This study addressed the question: How do outdoor classrooms in rural and nonrural areas of Missouri compare? Data was collected from applications for state funded grants awarded from 2004- 2006 to elementary schools in rural and nonrural areas...