Open Access. Powered by Scholars. Published by Universities.®
Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Autonomy (1)
- Educational change (1)
- Induction (Mathematics) -- Study and teaching (Middle school) (1)
- Mathematics -- Study and teaching (Elementary) (1)
- Mathematics -- Study and teaching (Elementary) -- Evaluation (1)
-
- Mathematics -- Study and teaching (Middle school) -- Research (1)
- Mathematics teachers -- Job satisfaction (1)
- Middle school teachers -- Job satisfaction (1)
- Middle school teaching (1)
- Observation (Educational method) (1)
- Outdoor education -- Oregon (1)
- Problem solving -- Mathematics -- Study and teaching (Middle school) (1)
- Proof theory -- Study and teaching (Middle school) (1)
- School attendance -- Oregon -- Statistics (1)
- School camps -- Oregon (1)
- Science -- Study and teaching (Middle school) -- Oregon (1)
Articles 1 - 4 of 4
Full-Text Articles in Science and Mathematics Education
Does Instructional Autonomy Matter? Exploring Job Satisfaction For Math And Non-Math Teachers In Low, Middle, And High Ses Schools, Hannah Sean Ellefritz
Does Instructional Autonomy Matter? Exploring Job Satisfaction For Math And Non-Math Teachers In Low, Middle, And High Ses Schools, Hannah Sean Ellefritz
Dissertations and Theses
Throughout the 2000s, standards-based education policies decreased the autonomy of public schools across the U.S., deprofessionalizing educators and limiting their participation in the development of curriculum and instructional policy. Many education scholars argue that, rather than professionals with specialized skills and knowledge, standards-based reforms position teachers as technicians, accountable for measurable output in accordance with externally imposed standards. This literature suggests that such education policies may have implications for teachers’ job satisfaction, especially those working in schools or subject fields that are particularly susceptible to standardized curriculum and accountability procedures. Using nationally representative data from the Teaching and Learning International …
An Investigation Into Intermediate Grades Teachers' Noticing Of The Mathematical Quality Of Instruction, Krista Lynn Strand
An Investigation Into Intermediate Grades Teachers' Noticing Of The Mathematical Quality Of Instruction, Krista Lynn Strand
Dissertations and Theses
The Mathematical Quality of Instruction (MQI) is an important feature of a classroom mathematics lesson. Before teachers can strengthen the MQI of their own lessons, however, teachers must first be able to notice MQI-related features of instruction. The purpose of this dissertation is to investigate intermediate grades teachers’ MQI-related noticing as they go through a ten-week research-based MQI professional development (PD) program. Specifically, this dissertation is guided by two research questions: (1) How do individual teachers’ noticing of MQI-related features of instruction shift as they go through an MQI-focused professional development program? and (2) How do teachers approach the task …
The Effects Of An Overnight Environmental Science Education Program On Students' Attendance Rate Change For Middle School Years, Jennifer Elizabeth Basham
The Effects Of An Overnight Environmental Science Education Program On Students' Attendance Rate Change For Middle School Years, Jennifer Elizabeth Basham
Dissertations and Theses
Programs that engage middle students in participatory, real-world, and hands-on field based instruction can be a powerful asset to the educational experiences for students; motivating and inspiring some to appreciate and value school in a different way. Overnight environmental science programs have a unique opportunity to support students by creating experiences where students can participate in learning in vastly different ways from what they may engage with in the traditional 4-walled classroom, while concurrently developing a relationship with the natural world. Decreasing educational budgets and increased need to substantiate educational programs in terms of their impact on students has added …
Why Ask Why: An Exploration Of The Role Of Proof In The Mathematics Classroom, Joanna Rachel Bartlo
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 …