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Now showing items 61-80 of 1535
The influence of early childhood education teacher's beliefs on curriculum implementation and classroom practice
(University of Missouri--Columbia, 2006)
for subsequent qualitative analysis. Teacher interviews were conducted to explore how participant teachers decide what to do in their classroom, as well as whether or not exposure to the constructivist based curriculum influenced their beliefs about learning...
A validation study of university level food and beverage curriculum
(University of Missouri--Columbia, 2010)
The purpose of this study was to assess if new curriculum implemented by the University of Missouri's Hotel and Restaurant Management program is meeting industry and students' educational needs. The study sought to provide insight on the learning...
Teacher opportunities to learn: responses and recommendations of grades 6-12 mathematics teachers from one district
(University of Missouri--Columbia, 2009)
and promotion, and district requirements for learning. Even though, novice and experienced teacher needs differed significantly, most of the teachers described needed professional development related to eight mathematics topics: content, curriculum, assessment...
Development of curriculum materials to teach American children about the culture of Taiwan through Taiwanese children's songs
(University of Missouri--Columbia, 2005)
A multicultural approach to music teaching has become increasingly important in music education. Due to a lack of materials about Taiwanese songs in the United States, I designed music curriculum materials for American teachers to implement...
Understanding the Use of Curriculum Materials: A Cross-Site Research Study Report
(Center for the Study of Mathematics Curriculum, 2006-06)
, noting that it was an area of mathematics that teachers find challenging to teach and that students find challenging to learn.
The hope was that the study would both inform the participating districts, and provide a model for others in the field to use...
Bridging the Gap Between Preservice Teacher Education and Induction: NSTA Student Chapters as a Transitional Support
(2010-10)
NSTA initiated the student chapter program in 2001 to “maintain a connection to future teachers as they enter the profession and create a conduit as the 'new' teacher workforce enters the classroom” (NSTA, 2009, p. 1). The ...
Investigating science teacher knowledge of learners and learning and sequence of instruction in an alternative certification program
(University of Missouri--Columbia, 2008)
the first summer of ACP coursework, and an interview-observation cycle during the teacher's first semester teaching. I constructed profiles of four individuals and generated a set of assertions from a cross-case analysis. The four prospective teachers...
Promoting Algebraic Thinking in the Middle-Grades Using Spreadsheets
(2003-04)
What is Algebra? For most people, algebra means using and manipulating (algebraic)
symbols, and solving equations. The Algebra Standard, as it is stated in the Principles and Standards for School Mathematics, expects more ...
Implementation of integrated mathematics textbooks in secondary school classrooms
(University of Missouri--Columbia, 2009)
during a school year. When teaching textbook content, teachers used supplemental or alternative materials in nearly 40% of lessons. Results indicate that teachers placed varying emphases on the four content strands. In year 1, the composition...
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...
A case study of perceptions of teachers engaged in teaching reading to adolescent students in middle school
(University of Missouri--Columbia, 2008)
Reading is a foundational skill that contributes to success in school and life-long endeavors. Teaching students to read and ensuring they learn how to master the five components of the reading process is a primary task of those in the education...
Social innovation skills development in project-based capstone classes in civil engineering : a case study of the civil engineering program at the University of Missouri Kansas City
(University of Missouri--Columbia, 2021)
Engineering schools play a key role in developing students' skills to appeal to an increasingly socially responsible job market. To do so, engineering educators must teach future professionals "social innovation skills": the ability to identify a...
A study of teacher knowledge as secondary mathematics teachers use a new technology
(University of Missouri--Columbia, 2010)
development programs and ultimately improve the teaching and learning of mathematics....
The perception of agricultural education professionals regarding the purpose and current outcome of school-based agricultural education
(University of Missouri--Columbia, 2009)
This study sought to identify if a discrepancy exists between agricultural education professionals' perceptions regarding the purpose and current outcome of school-based agricultural education (SBAE) curriculum. The stratified sample of agricultural...
Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: Insights from a Mentor‐Mentee Relationship
(2010-10)
While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various...
Professional identity and curricular construction : a study of teacher interaction with mathematics curricula of two types
(University of Missouri--Columbia, 2008)
these dual-oriented communities. Results from an analysis of data from interviews, classroom observations, and teacher surveys suggest that teacher orientations to teaching, learning, and the textbooks they use vary across the 10 study teachers and were...
Teachers' knowledge of algebraic reasoning : its organization for instruction
(University of Missouri--Columbia, 2007)
about the knowledge required for teaching (Ball, Lubienski, & Mewborn, 2001; RAND Mathematics Study Panel, 2003) and "there is no consensus on what critical knowledge is necessary to ensure that students learn mathematics" (Fennema & Franke, 1992, p. 147...
The development of PCK in a post-baccalaureate certification program : a longitunal study of the development of teacher knowledge of students as learners and assessment
(University of Missouri--Columbia, 2014)
strongly influenced by their initial views as they relate to these aspects of PCK. Participants would resolve any conflict arising with new views presented to them in a subjective manner, prioritizing coherence with their prior knowledge on the specific...
Quality and quantity : gender representation in teacher discourse and kindergarten math curriculum
(University of Missouri--Columbia, 2021)
analysis of the intended curriculum and teacher perceptions guided by the following research questions: (1) How does the Everyday Mathematics kindergarten curriculum and supplemental curriculum materials position and write about girls in comparison to boys...
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...