Education Commons^™

An Investigation Into Instructional Support For Data Analysis In High School Science Inquiry, Anika Rae Baker-Lawrence

Dissertations and Theses

The implementation of scientific inquiry in the high school classroom has proven to be not only relevant and exploratory, but challenging and engaging as well. This style of curriculum design has been recognized as a primary means of achieving the goals and objectives set by the National Resource Council (NRC, 1996). While much research has shown that science inquiry helps students to gain understanding of content knowledge, little research has been conducted to assess gains in higher order thinking skills, specifically those related to data analysis (Anderson, 2002; Germann and Aram, 1996; Hofstein, Navon, Kipnis, and Mamlok-Naaman, 2005; Miner, Levy, …

How Does Student Understanding Of A Concept Change Throughout A Unit Of Instruction? Support Toward The Theory Of Learning Progressions, Brian Jay Dyer

Dissertations and Theses

This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students …

Science Journals In The Garden: Developing The Skill Of Observation In Elementary Age Students, Karinsa Michelle Kelly

Dissertations and Theses

The ability to make and record scientific observations is critical in order for students to engage in successful inquiry, and provides a sturdy foundation for children to develop higher order cognitive processes. Nevertheless, observation is taken for granted in the elementary classroom. This study explores how linking school garden experience with the use of science journals can support this skill. Students participated in a month-long unit in which they practiced their observation skills in the garden and recorded those observations in a science journal. Students' observational skills were assessed using pre- and post-assessments, student journals, and student interviews using three …

Negotiating The Inclusion Of Nanoscience Content And Technology In Science Curriculum: An Examination Of Secondary Teachers' Thinking In A Professional Development Project, Jennifer Gayle Wells

Dissertations and Theses

The Next Generation Science Standards represent a significant challenge for K-12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001).

The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, …

Thinking Aloud In The Science Classroom: Can A Literacy Strategy Increase Student Learning In Science?, Lindsey Joan Mockel

Dissertations and Theses

This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher …

Elementary Teacher Candidates' Images Of Mathematics, Diverse Students, And Teaching: An Exploratory Study With Implications For Culturally Responsive Mathematics Education, Bernd Richard Ferner

Dissertations and Theses

Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental …

Impact Of Teachers' Planned Questions On Opportunities For Students To Reason Mathematically In Whole-Class Discussions Around Mathematical Problem-Solving Tasks, Sarah Elizabeth Enoch

Dissertations and Theses

While professional developers have been encouraging teachers to plan for discourse around problem solving tasks as a way to orchestrate mathematically productive discourse (Stein, Engle, Smith, & Hughes, 2008; Stein, Smith, Henningsen, & Silver, 2009) no research has been conducted explicitly examining the relationship between the plans that teachers make for orchestrating discourse around problem solving tasks and the outcomes of implementation of those plans. This research study is intended to open the door to research on planning for discourse around problem solving tasks.

This research study analyzes how 12 middle school mathematics teachers participating in the Mathematics Problem Solving …

Lighting The Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest In Stem Careers: A Case Study At The Community College Level, Patricia Marie Deturk

Dissertations and Theses

In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students …

Special Education Teacher Candidates And Mentors: Case Studies Of Collaboration In Pre-Service Field Experiences, Rebecca Lynn Schulte

Dissertations and Theses

Collaboration between general and special education teachers is essential for students with disabilities to have access to general education curriculum and instruction, and improved outcomes in school. The Individuals with Disabilities Act (IDEA), and No Child Left Behind Legislation, include mandates that increase demands for collaboration. However, many general and special education teachers report not feeling prepared to step outside traditional roles to collaborate to meet the needs of this population. Collaboration is also a strong element of teaching and special education standards for teacher preparation. Yet, research shows many teacher education programs lack coursework and field experiences that focus …

L1 Influence On L2 Intonation In Russian Speakers Of English, Christiane Fleur Crosby

Dissertations and Theses

This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 …

An Investigation Into Teacher Support Of Science Explanation In High School Science Inquiry Units, Rebecca Sue Hoffenberg

Dissertations and Theses

The Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples.

Teacher Instructional Portfolios (TIPs) …

Deoxyribonucleic Acid And Other Words Students Avoid Speaking Aloud: Evaluating The Role Of Pronunciation On Participation In Secondary School Science Classroom Conversations, Stacie Elizabeth Beck

Dissertations and Theses

Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is …

The First Year: Development Of Preservice Teacher Beliefs About Teaching And Learning During Year One Of An Ma Tesol Program, Emily Spady Addiego

Dissertations and Theses

This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The participants attributed the majority of their development to hands-on teaching practice, though there …

The Effect Of Teacher-Identified Classroom Management, Monica Rose Root

Dissertations and Theses

The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors.

There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and …

Why Ask Why: An Exploration Of The Role Of Proof In The Mathematics Classroom, Joanna Rachel Bartlo

Dissertations and Theses

Although proof has long been viewed as a cornerstone of mathematical activity, incorporating the mathematical practice of proving into classrooms is not a simple matter. In this dissertation I aim to advance research on proof by addressing this issue. In particular, I explore the role proof might play in promoting the learning of mathematics in the classroom. I do this in a series of three articles (organized as three chapters), which are preceded by an introductory chapter. The introductory chapter situates the remaining chapters in the context of mathematics education research. In the second chapter I explore what the literature …

Patterns In Nature Forming Patterns In Minds : An Evaluation Of An Introductory Physics Unit, Christopher Ryan Sheaffer

Dissertations and Theses

Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods that seem to work well in their classrooms, but …