Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2010 Dissertations (MU)
    • 2010 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2010 Dissertations (MU)
    • 2010 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Goals of instruction : a cross case analysis of five secondary mathematics teachers

    Webb, Matthew Michael, 1976-
    View/Open
    [PDF] public.pdf (2.092Kb)
    [PDF] short.pdf (19.13Kb)
    [PDF] research.pdf (786.4Kb)
    Date
    2010
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    Teacher goals are an understudied component of teacher thinking. Teacher goals uncover the composite of knowledge, beliefs, and values and direction that underlie teachers' actions. In this study five experienced secondary mathematics teachers were observed and interviewed over the span of a week to investigate their goals. Findings were developed inductively and led to a presentation of goal themes. Teachers held goals for self-improvement, for the classroom environment, for the direction tasks and activities would go, and also held learning goals in both pure subject matter as well as affect goals such as that students come to value mathematics and perceive it as useful. Teachers monitored the attainment of their goals and were driven to continually work towards goals because they did not think of themselves as ever completely achieving their goals. The reasoning teachers engaged in related to their goals provided a window into their knowledge and beliefs and how their knowledge and beliefs developed around their goals. This information is beneficial to researchers as well as practitioners and pre-service teachers because this research indicates that teachers' goals can be very useful to uncover teacher knowledge and highlights how influential teacher goals are in the overall learning environment as well as how teachers perceive their own work.
    URI
    https://hdl.handle.net/10355/8892
    https://doi.org/10.32469/10355/8892
    Degree
    Ph. D.
    Thesis Department
    Learning, teaching and curriculum (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Learning, Teaching and Curriculum electronic theses and dissertations (MU)
    • 2010 MU dissertations - Freely available online

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems