Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 15 of 15
Full-Text Articles in Education
Enrollment In Science, Technology, Engineering, And Math Courses After Enactment Of Texas' House Bill 5, Carlana Cla'shette Allen
Enrollment In Science, Technology, Engineering, And Math Courses After Enactment Of Texas' House Bill 5, Carlana Cla'shette Allen
Walden Dissertations and Doctoral Studies
Student participation and performance in science, technology, engineering, and math (STEM) have been an education concern in the United States for years. In 2013, Texas lawmakers passed House Bill 5 (HB5) to support increases in STEM awareness, particularly among ethnic minority and female students. To date, no studies have been conducted on the impact, if any, of HB5 on Texas high school students’ course selections in STEM areas. Further, it is unknown whether the impact that does exist is equally distributed across socioeconomic status (SES), race/ethnicity, and gender groups. The purpose of this nonexperimental correlational quantitative study was to determine …
Enrollment In Science, Technology, Engineering, And Math Courses After Enactment Of Texas' House Bill 5, Carlana Cla'shette Allen
Enrollment In Science, Technology, Engineering, And Math Courses After Enactment Of Texas' House Bill 5, Carlana Cla'shette Allen
Walden Dissertations and Doctoral Studies
Student participation and performance in science, technology, engineering, and math (STEM) have been an education concern in the United States for years. In 2013, Texas lawmakers passed House Bill 5 (HB5) to support increases in STEM awareness, particularly among ethnic minority and female students. To date, no studies have been conducted on the impact, if any, of HB5 on Texas high school students’ course selections in STEM areas. Further, it is unknown whether the impact that does exist is equally distributed across socioeconomic status (SES), race/ethnicity, and gender groups. The purpose of this nonexperimental correlational quantitative study was to determine …
Enrollment In Science, Technology, Engineering, And Math Courses After Enactment Of Texas' House Bill 5, Carlana Cla'shette Allen
Enrollment In Science, Technology, Engineering, And Math Courses After Enactment Of Texas' House Bill 5, Carlana Cla'shette Allen
Walden Dissertations and Doctoral Studies
Student participation and performance in science, technology, engineering, and math (STEM) have been an education concern in the United States for years. In 2013, Texas lawmakers passed House Bill 5 (HB5) to support increases in STEM awareness, particularly among ethnic minority and female students. To date, no studies have been conducted on the impact, if any, of HB5 on Texas high school students’ course selections in STEM areas. Further, it is unknown whether the impact that does exist is equally distributed across socioeconomic status (SES), race/ethnicity, and gender groups. The purpose of this nonexperimental correlational quantitative study was to determine …
Title I Middle School Teacher And Principal Perspectives On Inquiry-Based Science Instruction, Kirsten R. King
Title I Middle School Teacher And Principal Perspectives On Inquiry-Based Science Instruction, Kirsten R. King
Walden Dissertations and Doctoral Studies
Title I middle schools face challenges delivering effective inquiry-based science instruction within the framework of Title I requirements. The purpose of this basic qualitative study was to explore Title I middle school teacher and principal perspectives on and experiences with the challenges of delivering inquiry-based science instruction within the framework of Title I requirements. Dewey’s theories of experiential learning and Vygotsky’s theory of sociocultural constructivism provided the conceptual framework for this study. The research questions focused on teacher and principal experiences with inquiry-based science instruction and the impact Title I school policies and practices had on the delivery of inquiry-based …
Title I Middle School Teacher And Principal Perspectives On Inquiry-Based Science Instruction, Kirsten R. King
Title I Middle School Teacher And Principal Perspectives On Inquiry-Based Science Instruction, Kirsten R. King
Walden Dissertations and Doctoral Studies
Title I middle schools face challenges delivering effective inquiry-based science instruction within the framework of Title I requirements. The purpose of this basic qualitative study was to explore Title I middle school teacher and principal perspectives on and experiences with the challenges of delivering inquiry-based science instruction within the framework of Title I requirements. Dewey’s theories of experiential learning and Vygotsky’s theory of sociocultural constructivism provided the conceptual framework for this study. The research questions focused on teacher and principal experiences with inquiry-based science instruction and the impact Title I school policies and practices had on the delivery of inquiry-based …
Elementary Teachers’ Implementation Of Inquiry-Based Instruction, William P. Gray
Elementary Teachers’ Implementation Of Inquiry-Based Instruction, William P. Gray
Walden Dissertations and Doctoral Studies
A mid-Atlantic state has recently adopted the Next Generation Science Standards (NGSS) that require teachers to integrate inquiry-based instruction into the classroom. The problem at the local level is a new inquiry-based curriculum, based on the NGSS, is being mandated without identifying the instructional strategies teachers are using to implement the new standards. The purpose of this project study was to explore fourth- and fifth-grade science teachers’ inquiry-based instructional strategies, why the strategies were chosen, and teachers’ concerns about the implementation of the strategies. In this case study, the concern-based adoption model and self-efficacy were used as a conceptual framework …
Implementation Of International Society For Technology In Education Standards In Elementary School Teachers’ Pedagogical Science Practices, Rochelle Anne Mccoy
Implementation Of International Society For Technology In Education Standards In Elementary School Teachers’ Pedagogical Science Practices, Rochelle Anne Mccoy
Walden Dissertations and Doctoral Studies
This study addressed the problem of whether elementary school teachers are consistently implementing the International Society for Technology in Education (ISTE) standards in their pedagogical practices of teaching science. It was evident that half of all teachers in the United States do not consistently implement technology into their instruction. The purpose of this study was to understand elementary school teachers’ perceptions about how teachers are using the three selected ISTE standards during their pedagogical practices when teaching elementary science in order to maximize learning. The technology acceptance model was the conceptual framework used in this study. The research questions focused …
Instructional Practices Associated With Science Proficiency Of English Language Learners, Sherly Yadira Soto-Ortiz
Instructional Practices Associated With Science Proficiency Of English Language Learners, Sherly Yadira Soto-Ortiz
Walden Dissertations and Doctoral Studies
AbstractThe study addressed the gap in fifth-grade science proficiency between English language learners (ELLs) enrolled in two different science programs in a large school district in the Southeast United States. The Inspire program was implemented in 125 schools, while a combination of Inspire and Promoting Science among English Language Learners (PSELL) developed to facilitate science learning for non-English learners, was implemented in 25 schools. A concurrent mixed-methods case study design was used to examine how instructional practices of each program were (1) aligned with the instructional framework of the Sheltered Instructional Observation Protocol (SIOP), (2) how the two programs supported …
Perceptions Of Urban Secondary Science Teachers Regarding Social Learning Professional Development, Mary Kaye Macauley
Perceptions Of Urban Secondary Science Teachers Regarding Social Learning Professional Development, Mary Kaye Macauley
Walden Dissertations and Doctoral Studies
Traditional classroom environments may not motivate students to learn and may lack interactive connections between educators and learners in the classroom. The problem addressed in this research study is the lack of understanding of science teachers' use and perception of innovative social learning strategies implemented in urban classrooms. The purpose of this research study was to establish urban science teachers' perceptions regarding social learning strategies within their classrooms. The conceptual framework of Hall and Hord's levels of use was used. The research questions addressed in this study focused on the perceptions and experiences of secondary science teachers in a large, …
Effect Of Service-Learning Participation On High School Attendance And Science Achievement, Julia Roscoe
Effect Of Service-Learning Participation On High School Attendance And Science Achievement, Julia Roscoe
Walden Dissertations and Doctoral Studies
Students at an alternative high school located in a northern Midwest state demonstrated low science achievement and high rates of student absenteeism. Students who do not attend school regularly and achieve in science courses are at risk of not graduating from high school, so teachers at the study school implemented a 16-day service-learning project embedded in a Grade 10 environmental science unit. The purpose of this study was to determine the effect of 10th-grade students' participation in the service-learning project on student science achievement and attendance. The theoretical framework was Kearsley and Shneiderman's engagement theory. Archival data from school and …
Eighth-Grade Students With Low Academic Performance In Middle School Science, Tennille Heath Fowler
Eighth-Grade Students With Low Academic Performance In Middle School Science, Tennille Heath Fowler
Walden Dissertations and Doctoral Studies
The problem of low achievement and failure of 8th-grade students to attain state proficiency level in science in a local school district was addressed in this case study. Data from 2012-2016 revealed that 93% of 8th-grade students in 2 suburban middle schools in the targeted state failed to meet science proficiency standards on the science Criterion-Referenced Competency Tests and the state's Milestone Assessments. The purpose of conducting this qualitative case study was to develop an understanding of teachers' perceptions regarding high failure rate of 8th-grade students to meet state mandated standards in science. Piaget's constructs of developmental and operational learning …
Science Content Knowledge: A Component Of Teacher Effectiveness In A Primary School In Jamaica, Euphemia Sophia Robinson
Science Content Knowledge: A Component Of Teacher Effectiveness In A Primary School In Jamaica, Euphemia Sophia Robinson
Walden Dissertations and Doctoral Studies
Empirical evidence from the National Education Inspectorate suggested that teachers at the primary school in this study in an island country in the Caribbean have inadequate science content knowledge. Students' average performance on the science Grade Six Achievement Test (GSAT) has been below 40% for the last 5 years. The purpose of this bounded case study, guided by Shulman's conceptual framework, was to understand teachers' science subject matter knowledge (SMK). The guiding questions focused on teachers' abilities to demonstrate components of Shulman's SMK during science teaching and lesson planning and to gather their views on their abilities to meet the …
Argumentation In Science Class: Its Planning, Practice, And Effect On Student Motivation, Anju Taneja
Argumentation In Science Class: Its Planning, Practice, And Effect On Student Motivation, Anju Taneja
Walden Dissertations and Doctoral Studies
Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura's construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as …
Preschool Teachers' Attitudes And Beliefs Toward Science, Sharon Henry Lloyd
Preschool Teachers' Attitudes And Beliefs Toward Science, Sharon Henry Lloyd
Walden Dissertations and Doctoral Studies
In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and …
A Historical Analysis Of The Relationship Of Faith And Science And Its Significance Within Education, John Gerard Yegge
A Historical Analysis Of The Relationship Of Faith And Science And Its Significance Within Education, John Gerard Yegge
Walden Dissertations and Doctoral Studies
Science curriculum and pedagogy are at the center of a centuries-long debate concerning the appropriate relationship of faith and science. The difficulties that science educators face seem to be based in misinformation about the historical roots of this conflict. To address that conflict, the goals of this research were to separate myth from reality and to provide a necessary context to the current tensions that are disrupting science pedagogy and curriculum content within American public schools. Working within a theoretical framework of historical literacy, this qualitative, historical analysis was a comprehensive examination of the relationship of faith and science from …