Education Commons^™

Relationships Between Classroom Schedule Types And Performance On The Algebra I Criterion-Referenced Test, Gregory V. Murray

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Public education has options with regard to educational settings and structures. States and school districts may select varying lengths for the school year, lengths for the school day, and lengths for individual class periods. In Utah, one measure of students' achievement is scores on the State's end-of-level criterion-referenced test (CRT) for Algebra I. Additionally, an option regarding educational structures is the schedule type used to deliver Algebra I classes. This study examined the relationship between student achievement as measured by Algebra I CRT scores, and the schedule type used to deliver Algebra I classes. The schedule types compared were the …

A Multicase Study Of The Impact Of Perceived Gender Roles On The Career Decisions Of Women In Science-Related Careers, Stephen Frank Hren

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study was done to determine how the perception of gender roles developed throughout childhood and early adulthood affected the career decisions of women who showed early promise in science. In addition, this study was done to determine if my experiences as a researcher would have any impact on me personally. Four women were chosen as case study participants, providing for comparison within and across cases.

Gender roles were found to relate to the career decisions made by the four cases in three ways: (a) support from family members, teachers, mentors, and collaborators; (b) opportunities within the family, school and …

Some Assembly Required: How Scientific Explanations Are Constructed During Clinical Interviews, Bruce L. Sherin, Moshe Krakowski, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

This article is concerned with commonsense science knowledge, the informally-gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order …

Framing In Cognitive Clinical Interviews About Intuitive Science Knowledge: Dynamic Student Understandings Of The Discourse Interaction, Rosemary S. Russ, Victor R. Lee, Bruce L. Sherin

Instructional Technology and Learning Sciences Faculty Publications

Researchers in the science education community make extensive use of cognitive clinical interviews as windows into student knowledge and thinking. Despite our familiarity with the interviews, there has been very limited research addressing the ways that students understand these interactions. In this work we examine students’ behaviors and speech patterns in a set of clinical interviews about chemistry for evidence of their tacit understandings and underlying expectations about the activity in which they are engaged. We draw on the construct of framing from anthropology and sociolinguistics and identify clusters of behaviors that indicate that students may alternatively frame the interview …

What A Long Strange Trip It’S Been: A Comparison Of Authors, Abstracts, And References In The 1991 And 2010 Icls Proceedings, Victor R. Lee, Lei Ye, Mimi Recker

Instructional Technology and Learning Sciences Faculty Publications

We examine differences in authorship, word usage, and references in full papers from the 1991 and 2010 ICLS proceedings. Through a series of analyses, we observe that, while authors largely hail from the US, national and regional participation in the LS community has broadened. Word usage suggests a shift in emphasis from cognitive issues to ones that are both cognitive and cultural. Reference analysis indicates a shift in core literatures and influential authors.