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dc.contributor.advisorAbell, Sandra K.eng
dc.contributor.advisorFriedrichsen, Patricia J.eng
dc.contributor.authorBrown, Patrick L.eng
dc.date.issued2008eng
dc.date.submitted2008 Summereng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on July 22, 2009)eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2008.eng
dc.description.abstractAlternative certification programs (ACPs) have been designed to address the teacher shortage and still meet the goals of science literacy by creating highly qualified teachers. However, science education researchers know little about the development of teacher knowledge during an ACP. The purpose of this study was to investigate how science teacher knowledge of learners and lesson structure develops in an ACP. Data sources included a lesson planning task at the beginning of the program, interviews after 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 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 of instruction to transmit knowledge to students. For the teachers, the integration of knowledge of instructional sequences and learners meant that they purposefully added "practice" types of activities to help students learn terms and concepts. Prospective teachers' science teaching orientations acted as a filter for making sense of experiences in the ACP.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb70561126eng
dc.identifier.oclc427412003eng
dc.identifier.urihttps://doi.org/10.32469/10355/5601eng
dc.identifier.urihttps://hdl.handle.net/10355/5601
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshTeachers -- Supply and demandeng
dc.subject.lcshTeachers -- Certificationeng
dc.subject.lcshScience teachers -- Certificationeng
dc.titleInvestigating science teacher knowledge of learners and learning and sequence of instruction in an alternative certification programeng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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