Education Commons^™

Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow

Teacher Education and Leadership Faculty Publications

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives focusing on mathematics and science. The purpose of the present study was to look across projects in the National Science Foundation's Math and Science Partnership Program to determine how partnerships developed processes for measuring growth in teacher content knowledge. Pre- and post-testing was the most common process for measuring growth …

High School And University Student Test Performance In The Study Of Human Growth And Development: A Concurrent Enrollment Study, Harold O. Monson

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Concurrent enrollment of high school students in college classes is becoming more common but it has not been clear if high school students can learn the material as well as college students. This study examined high-school and college students' learning by exposing them to the same text, a similar lesson plan, and the same test questions, while controlling for demographic, attitudinal, and experiential variables. Two questions were addressed: (a) Was there a practical difference between high school and college students in their ability to learn the material; and (b) was there a difference in the way they learned the material? …

Determining The Extent, In Terms Of Behavior Growth To Which Industrial Arts Teachers In Utah Are Achieving The Objectives Of Industrial Arts, A. Kent Randall

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

It is evident that, if industrial arts teachers have subscribed to a set of objectives to guide or give direction to their teaching program, they should be used. It is not sufficient to formulate the aims then lay them aside to collect dust. Rather these aims or objectives should be used effectively as a learning guide. Upon these objectives the teacher should build his whole program.

It has been said that objectives really mean behavioral growth on the part of the students. If such is the case, the objectives must be translated into a desired behavior pattern outcome. The student's …