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Massachusetts High School Teachers’ Perceptions Of Transitions In Teaching And Assessment Related To The Next Generation Science Standards, Alyssa Mocharnuk
Massachusetts High School Teachers’ Perceptions Of Transitions In Teaching And Assessment Related To The Next Generation Science Standards, Alyssa Mocharnuk
All Theses And Dissertations
The experiences and perceptions of high school science teachers with the transitions in teaching and assessment related to the adoption of the 2016 Massachusetts Science and Technology/Engineering Framework based on the Next Generation Science Standards were studied in this interpretative phenomenological analysis. The Next Generation Science Standards incorporated both traditional disciplinary content ideas and the new science and engineering practices (NGSS Lead States, 2013). Teachers were required to develop new materials, and difficulty in developing new ways of teaching and assessing science (Friedrichsen and Barnett, 2018; Kawasaki and Sandoval, 2020; Wilde, 2018) was exacerbated by the delay in high-stakes testing …
The Lived Experience Of Rural Cte Teachers As Members Of The Secondary Education Teaching Corps, Matthew E. Speno
The Lived Experience Of Rural Cte Teachers As Members Of The Secondary Education Teaching Corps, Matthew E. Speno
All Theses And Dissertations
The secondary education system in the United States provides the opportunity for students to earn a high school diploma in preparation for post-secondary college and career. These students are taught by certified high school teachers with similar pedagogy but deliver instruction in different content areas. This qualitative study was conducted to understand how rural CTE high school teachers describe their lived experience of being a member of the secondary education teaching corps. Guided by two research questions that ask (1) how rural CTE teachers describe their teacher professional identity and (2) how rural CTE teachers characterize the role of vocational …