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- Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship (1)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (1)
- Department of Teaching, Learning, and Teacher Education: Posters and Presentations (1)
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Full-Text Articles in Education
The Impact An Inquiry-Based Learning Professional Development Has On Science And Agricultural Teachers' Intent To Use Animal Science Concepts As A Context For Teaching Science, Kasey Harmon
Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship
There is an emerging need for Tennessee and Nebraska high school students to increase their science proficiency. It is important that students are science literate to equip them with basic science skills needed for the workforce. Science literacy enables students to problem solve efficiently, appropriately assess societal issues, and make informed decisions. Inquiry-based learning (IBL) is a teaching strategy that has been shown to positively impact students’ ability to critically think and make informed decisions. Since IBL and agricultural education are centered around experiential learning, combining them gives students the opportunity to learn science in a real-world context. However, previous …
Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Critical Factors For Effective And Equitable Ngss Science Teaching Practices, Elizabeth B. Lewis, Lyrica L. Lucas, Amy Tankersley, Elizabeth Hasseler, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
With the widespread adoption and adaption of the Next Generation Science Standards (NGSS) and its implicit focus on inquiry-based instruction, reformed science teaching practices are critically important to meeting the U.S. vision of scientific literacy for all students. Thus, the role of teacher learning through both teacher preparation and professional development must be well understood and informed through empirical findings. Accordingly, the theme of this NARST conference paper set is to identify effective science teaching practices using the lens of the NGSS science and engineering practices (SEPs), science subject matter knowledge, and equitable teaching practices. We found that inquiry-based instruction …
Getting To The Why: Exploring Early Career Physical Science Teachers' Discourse And Assessment Practices., Aaron Alfred Musson
Getting To The Why: Exploring Early Career Physical Science Teachers' Discourse And Assessment Practices., Aaron Alfred Musson
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Formative assessment, or assessment for learning, is an essential component of the interactions between teachers and learners. Teachers elicit statements of understandings to decide their next instructional steps. Similarly, students communicate what they know, and apply teachers’ responses. Formative assessment is as much assessment as discourse; teachers use both to determine and respond to student needs. When teachers use formative assessments effectively, they can guide student understanding, extend discussions, probe for deeper meanings, and provide feedback. Formative assessment provides an understanding of how students are growing (or struggling), which teachers can use to adjust instruction. Frequent formative assessment is strongly …
Science Teaching Reform Through Professional Development: Teachers’ Use Of A Scientific Classroom Discourse Community Model, Elizabeth Lewis, Dale R. Baker, Brandon Helding
Science Teaching Reform Through Professional Development: Teachers’ Use Of A Scientific Classroom Discourse Community Model, Elizabeth Lewis, Dale R. Baker, Brandon Helding
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This report outlines a two-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom discourse communities (SCDCs). Observation data, teacher, student and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, while a schools’ percentage of low socioeconomic students predicted of how much PD was initially implemented. Prior to PD teachers expressed a desire to increase opportunities for students to engage in SCDCs, but found some aspects more challenging than others to implement. Generally, there were three …