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Understanding Preservice Teacher Self-Efficacy Toward Science And Science Instruction After Completing An Online Science Methods Course: A Case Study, Bradley T. Rhew
Understanding Preservice Teacher Self-Efficacy Toward Science And Science Instruction After Completing An Online Science Methods Course: A Case Study, Bradley T. Rhew
Doctor of Education Dissertations
Preservice educators are required to enroll in multiple methods courses to prepare them to effectively teach content to students. With the increase of online teacher preparation programs, methods courses are also being offered virtually. This study sought to investigate the overall attitudes, beliefs, and preparedness of candidates after completing an online science methods course. A mixed methods study was conducted to gain insight into these topics. The case study was conducted at a small, southern, private university to better understand the self-efficacy of undergraduate elementary education candidates who completed an online methods course. The study also investigated the instructor’s perceptions …
The Impact Of Noncognitive Skills On Student Achievement In Elementary-Age Students During The Covid-19 Pandemic, Karen Garmon
The Impact Of Noncognitive Skills On Student Achievement In Elementary-Age Students During The Covid-19 Pandemic, Karen Garmon
Doctor of Education Dissertations
The COVID-19 pandemic has created one of the largest disruptions in educational history. The impact on learning loss and social-emotional well-being from the pandemic threatens to compromise achievement outcomes for an extended number of years. Previous research has proven relationships between grit, growth mindset, self-efficacy, and academic achievement (Duckworth, 2016; Duckworth et al., 2007; Dweck, 2008), but little is known about the validity of noncognitive constructs and academic achievement in elementary-age students, particularly how the relationship between these variables affected student achievement during the COVID-19 pandemic. The purpose of this study was to determine if noncognitive traits had a relationship …
Professional Growth: How Do Cooperating Teachers Grow Through The Experience Of Having A Student Teacher?, Ashton D. Coppley
Professional Growth: How Do Cooperating Teachers Grow Through The Experience Of Having A Student Teacher?, Ashton D. Coppley
Doctor of Education Dissertations
Cooperating teachers and student teachers share a unique internship that allows the development of skills for both individuals. The literature states that cooperating teachers can grow from student teachers; however, there are a few sources that state the areas in which this growth occurs. The purpose of this study was to determine if growth or impact happened in the areas of instructional practices, coaching skills, and self-efficacy during the student teaching process. This mixed methods study included a survey, focus group interview, and single interviews to determine whether any change was made. The survey created descriptive statistics, a Pearson correlation …