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Science and Mathematics Education Commons™
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- Algebra--Study and teaching (Secondary); Minorities--Education (Secondary); Multicultural education; (1)
- Elementary school teachers--Training of; Science--Study and teaching (Elementary); (1)
- Geometry--Study and teaching (Secondary); Mathematics teachers--Training of--United States; Mathematics teachers--United States--Psychology; (1)
- Physics teachers--Training of--Iowa; Iowa Physics Teacher Instruction and Resources; (1)
- Science teachers--Training of; Science teachers--Attitudes; (1)
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- Student teachers--Training of; Mathematics--Study and teaching (Elementary); Self-efficacy; (1)
- Teachers--Self-rating of--Iowa; Science teachers--Iowa--Psychology; (1)
- Teachers--Training of; Teachers--In-service training; Environmental sciences--Study and teaching (Elementary); (1)
- Technology--Study and teaching (Middle school)--Taiwan; Teachers--Training of--Taiwan; (1)
Articles 1 - 9 of 9
Full-Text Articles in Science and Mathematics Education
Prompted Reflective Thinking And Implications For Mathematics Teacher Efficacy In An Elementary Mathematics Methods Course, Brooke Krejci
Prompted Reflective Thinking And Implications For Mathematics Teacher Efficacy In An Elementary Mathematics Methods Course, Brooke Krejci
Dissertations and Theses @ UNI
Although student-centered mathematics instruction, rooted in constructivism (NCTM, 2014), enhances students’ deep understanding of mathematics, many teachers fail to implement this approach, continuing to use more traditional, procedural instruction (Paolucci, 2015). One reason for these difficulties may be related to their teaching selfefficacy, or a person’s beliefs about their ability to complete a task. Wyatt’s (2016) expanded teacher self-efficacy model incorporates the reflective cycle and emphasizes the importance of reflection in the development of teacher self-efficacy.
This study explored whether encouraging reflection in pre-service teachers may indirectly increase their use of student-centered methods in mathematics by increasing their self-efficacy. The …
Connections Between Science Teachers' Professional Development Preferences And Their Teaching Practices And Beliefs, Jessica Marie Wayson
Connections Between Science Teachers' Professional Development Preferences And Their Teaching Practices And Beliefs, Jessica Marie Wayson
Honors Program Theses
The effect of professional development preference, in relation to its effect on teacher practices and beliefs, has not been well studied. In order to better understand this dynamic, a nationwide online survey was developed and sent to secondary science teachers. The findings of this survey indicate a relationship does exist, but only within specific practices. During analysis, teachers were grouped by preference of professional development type including collaboration, reflection, conducting research, and professional development (such as conferences and workshops). Significant differences emerged from each group and implications for effective professional development practices will be addressed.
Implementation Of The Environmental Issues Instruction Model By Elementary Teachers, Barbara Ann Ehlers
Implementation Of The Environmental Issues Instruction Model By Elementary Teachers, Barbara Ann Ehlers
Dissertations and Theses @ UNI
Teachers attend many professional development experiences throughout their professional careers. Many teachers attend because they have a personal desire for professional growth. In addition, in the state of Iowa, they are required to engage in professional development to renew teacher licensure. Professional development is offered on a myriad of topics including the latest educational research on learning, innovations in curriculum, and instructional strategies to use in the classroom. However, just attending does not guarantee improved professional practice. After these experiences teachers may or may not implement the strategies, teaching methods, or information they have learned.
This qualitative study analyzed data …
Culturally Relevant Pedagogy: Secondary Mathematics In An Urban Classroom, Julia Glissmann North
Culturally Relevant Pedagogy: Secondary Mathematics In An Urban Classroom, Julia Glissmann North
Honors Program Theses
Research and test scores have shown that African-American, Latino, Native American, and other minority students are underachieving in secondary mathematics. This is concerning not only to school personnel – who are under pressure to have students perform well on standardized tests – but also to the future of the country. When teachers adopt a culturally relevant pedagogy, diverse students will have a better opportunity to learn and retain mathematical content. When academic content is taught in a culturally relevant way, students are able to retain the information, improve their performance in school, and become more informed participants in society. Through …
The Third Space: The Use Of Self-Study To Examine The Culture Of A Science Classroom, Dashia M. Magee
The Third Space: The Use Of Self-Study To Examine The Culture Of A Science Classroom, Dashia M. Magee
Dissertations and Theses @ UNI
Science educators are in the position to create bridges between their students and the world of science (Aikenhead, 1996, 1999). This connection has often been described as the third space (Bhabha, 1994; Moje, Collazo, Carrillo, & Marx, 2001; Wallace, 2004), which is represented as a combination or a meeting of the students' world and the world of science. In this study, I examined my role in creating the third space through the use of self-study. Self-study is a form of research, educators use to understand their practice (Austin & Senese, 2004; Loughran, 2004; Northfield & Loughran, 1996). It is a …
Secondary Preservice Teachers' Understanding Of Euclidean Geometry, Karen Sabey
Secondary Preservice Teachers' Understanding Of Euclidean Geometry, Karen Sabey
Dissertations and Theses @ UNI
The lack of mathematical understanding of elementary preservice teachers with respect to many mathematical topics has been well documented. Far fewer studies have been conducted on any content area of knowledge of secondary teachers and even less in the mathematics content area. The assumption by the general population is that mathematics majors are adequately prepared to teach the content of secondary mathematics because they major in mathematics. Mathematics educators, however, note the lack of conceptual understandings in many content areas in these mathematics teaching majors. While mathematics educators are aware of this deficiency, there is little research data at the …
Investigating The Effectiveness Of Professional Development On High School Physics Teachers' Conceptual Understanding Of Newtonian Mechanics, Instructional Practices, And The Conceptual Growth Of Their Students, Julia K. Moeller
Dissertations and Theses @ UNI
The purpose of this study was to examine the effectiveness of a physics professional development program on secondary science teachers' conceptual knowledge of Newtonian mechanics, instructional practices and the conceptual growth of their students. The University of Northern Iowa Physics Institute enabled a group of twenty-one Iowa high school and middle school science teachers to complete the physics coursework required to obtain the State of lowa 7-12 Grade Physics Teaching endorsement. The Institute provided experiences to improve physics content knowledge and proficiency of constructivist methodologies for teaching high school physics.
Twelve Institute participants completed a two-year program during the 2002 …
Effectiveness Of Educator-Oriented Content Courses, Joslyn K. Burt
Effectiveness Of Educator-Oriented Content Courses, Joslyn K. Burt
Presidential Scholars Theses (1990 – 2006)
The idea of teaching science strikes fear into the hearts and minds of many elementary teachers; however, as a core piece of the overall curriculum, they cannot escape teaching science. The courses taken at the university and the professional development classes taken on the job play a critical role in helping educators feel comfortable teaching science. Such courses also impact how the content is taught by introducing the best practices used in science teaching.
As a Basic Science Minor in the College of Education at the University of Northern Iowa, I have taken many science content courses and several courses …
An Investigation Of The Energy And Transportation Component For Junior High School Technology Education Programs In Taiwan, Chang-Cheng Chen
An Investigation Of The Energy And Transportation Component For Junior High School Technology Education Programs In Taiwan, Chang-Cheng Chen
Dissertations and Theses @ UNI
The purpose of this study was to identify the appropriate content of the Energy and Transportation (E&T) unit for use in instruction in the junior high school Technology Education (TE) programs in Taiwan. Another purpose was to provide the Taiwanese higher education program administrators and educational planners with practical information for use in effectively designing and implementing preservice and in-service teacher preparation programs.
Survey instruments were developed through a literature review and validated by nine experts in E&T. The samples included 400 stratified and randomly selected TE teachers from four geographic parts of Taiwan, 200 stratified and randomly selected industrial …