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Science and Mathematics Education Commons™
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Articles 1 - 6 of 6
Full-Text Articles in Science and Mathematics Education
Borderline Grading Decisions: The Factors That Influence The Choices Of High School Physical Science Teachers, Kate Roberts
Borderline Grading Decisions: The Factors That Influence The Choices Of High School Physical Science Teachers, Kate Roberts
Electronic Theses and Dissertations
Teachers consider many different kinds of factors in determining student grades. They use a mix of achievement and non-achievement factors in grading decisions, to the criticism of educational measurement experts (Brookhart, 1991; Brookhart, 1993; Frary et al., 1993; Popham, 2009). The factors that influence this decision making are particularly salient when teachers consider borderline grades and make decisions about raising, holding, or lowering marks. The purpose of this phenomenological study was to explore the experiences and self-reported practices of high school physical science teachers’ decision making about borderline grades. Through a series of two semi-structured interviews, twelve participants described the …
Investigating The Teaching And Assessment Experiences Of Maine Secondary Science Teachers During The Covid-19 Lockdown, Anupam Raj
Electronic Theses and Dissertations
In March 2020, an unexpected event changed the educational systems throughout the world. In the United States, the COVID-19 pandemic caused public places to close down, including schools. To continue education, schools in Maine went online. This study describes how Maine secondary science teachers taught and assessed their students while teaching remotely for the first time during the lockdown. It does so by investigating teachers’ perspectives about the impact on their students, how they handled the issue of equity, their new priorities and expectations, their teaching and assessment challenges, and their successful strategies during the initial phase of the lockdown. …
Investigating Student Science Identity In A Middle School Social Studies Classroom, Hazel Cashman
Investigating Student Science Identity In A Middle School Social Studies Classroom, Hazel Cashman
Electronic Theses and Dissertations
Many science identity researchers theorize identity as a process of authoring and re-authoring oneself while being recognized by others, and therefore theorize science identity as negotiated (for example, see Avraamidou, 2019 and Calabrese-Barton et al., 2013). It is widely accepted that recognition by others shapes students’ negotiations of science identity (Carlone and Johnson, 2007). Few studies, however, have focused heavily on the role that students’ self-recognition plays in the science identity negotiation process. A large body of research also exists on students’ ideas about science (see Lederman, 1992), yet that research has not frequently intersected with research on student science …
Teacher Growth In Knowledge Of Conservation Of Energy And In Self-Efficacy, Paul H. Wilson
Teacher Growth In Knowledge Of Conservation Of Energy And In Self-Efficacy, Paul H. Wilson
Electronic Theses and Dissertations
This study examines a conversation between a group of three in-service teachers during a professional development workshop. During the workshop, the teachers collaborated to answer a set of survey questions pertaining to energy concepts in physical science. The teachers began the survey expressing low self-efficacy in their knowledge of energy. Through this study, we were able to observe teachers as they learned new concepts. This study used a narrative analysis of their conversation. The analysis centers on changes in the teachers’ common content knowledge of conservation of energy and their expressed self-efficacy regarding that knowledge. Their knowledge was evaluated from …
Middle School Science Teachers' Vulnerability In The Written Discourse Of A Professional Learning Community, Eliza Jacobs
Middle School Science Teachers' Vulnerability In The Written Discourse Of A Professional Learning Community, Eliza Jacobs
Electronic Theses and Dissertations
Vulnerability is omnipresent in personal and professional human experiences (Gilson, 2011; Lasky, 2005) and an unavoidable condition of work as a teacher (Bullough, 2005; Kelchtermans, 1996). It plays a role in teachers’ interaction with themselves, their students, and their professional communities, as they engage in making sense of their role in these social environments (Uitto, Kaunisto, Kelchtermans, & Estola, 2016). This study examined the written reflection journals by 12 middle school science teachers in a professional learning community (PLC) in New England. Teachers engaged with each other to co-construct knowledge and emotional understanding of their practice within this professional community. …
Agency Of In-Service Elementary Science Teachers During A Global Pandemic, Anica Miller-Rushing
Agency Of In-Service Elementary Science Teachers During A Global Pandemic, Anica Miller-Rushing
Electronic Theses and Dissertations
In-service teachers of science work with unique content and pedagogical experiences. Understanding teacher agency in these circumstances will help researchers understand the actions that these teachers take, actions that are consequential for shaping teaching patterns and supporting the development of students’ scientific practices. The purpose of this study was to understand how the agency of six elementary (K–5) in-service teachers was expressed discursively during a global pandemic. The teachers’ agency was qualitatively analyzed using a case study approach (Yin, 2012, 2017) that applied discourse analysis to identify the ways in which science teacher agency is conceptualized, afforded, and constrained through …