Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- After-school programs -- Oregon -- Evaluation (1)
- Elementary school teachers -- Attitudes (1)
- Elementary school teachers -- Training of (1)
- Environmental education -- Study and teaching (Elementary) -- Methodology (1)
- Environmental sciences teachers -- Attitudes (1)
-
- Environmental sciences teachers -- Training of (1)
- Mathematics -- Study and teaching (Elementary) -- Case studies (1)
- Mathematics teachers -- Training of -- Case studies (1)
- Outdoor education -- Oregon -- Evaluation (1)
- Problem youth -- Oregon -- Attitudes (1)
- Proof theory (1)
- School gardens -- Study and teaching (Elementary) (1)
- Science -- Study and teaching (Elementary) (1)
- Science -- Study and teaching (Elementary) -- Methodology (1)
- Science -- Study and teaching (Elementary) -- Oregon -- Evaluation (1)
- Self-efficacy (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Development Of Middle School Teachers' Knowledge And Pedagogy Of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, And Student Learning, Carolyn Mccaffrey James
Development Of Middle School Teachers' Knowledge And Pedagogy Of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, And Student Learning, Carolyn Mccaffrey James
Dissertations and Theses
Justification and argumentation have been identified as important mathematical practices; however, little work has been done to understand the knowledge and pedagogy teachers need to support students in these ambitious practices. Data for this research was drawn from the Justification and Argumentation: Growing Understanding in Algebraic Reasoning (JAGUAR) project. JAGUAR was a multi-year research and professional development project in which 12 middle school math teachers and a group of researchers explored the knowledge and pedagogy needed to support student justifications. This dissertation consists of three case study analyses. The first paper describes the development of teacher conceptions of justification, including …
Learning Through Nature: A Study Of A Next Generation Science Standards Based Teacher Workshop That Blends Outdoor Learning Experiences With Formal Science, Ashley Fanning
Dissertations and Theses
Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around the Next Generation Science Standards influence teachers': a) self-efficacy in teaching science outdoors and b) science pedagogical content knowledge? …
Growing Stem Education On The Playground: A Case Study Of The Factors That Influence Teachers’ Use Of School Gardens, Megan Poole
Growing Stem Education On The Playground: A Case Study Of The Factors That Influence Teachers’ Use Of School Gardens, Megan Poole
Dissertations and Theses
School gardens can have a profound, positive influence on a student's academic achievement, social skills, and attitudinal orientation. Despite these clear benefits, the use of school gardens as an instructional medium is not as prevalent as would be expected. There are several types of obstacles that can prevent teachers from using school gardens, including facets of time, support, and knowledge-based challenges. This multiple case study employs a mixed methods design to uncover factors that influence primary school teachers' decisions to utilize a school garden in their STEM curriculum. The goals of this study were to determine the types of benefits …
Tryon Trekkers: An Evaluation Of A Stem Based Afterschool Program For At-Risk Youth, Chessa Eckels Anderson
Tryon Trekkers: An Evaluation Of A Stem Based Afterschool Program For At-Risk Youth, Chessa Eckels Anderson
Dissertations and Theses
This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science …