Education Commons^™

Changing Perceptions Of Science In Undergraduate Students: A Mixed Methods Case Study, Cindy S. Larson-Miller

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The purpose of this bounded single-case study was to explore the understanding of the nature and process of science for undergraduate students at the University of Nebraska-Lincoln (UNL). The study investigated one professor’s methodology to explicitly teach undergraduate students about the nature and process of science, and documented their understanding and perception of science, both pre- and post-course.

Using a mixed method approach, data were collected to provide a better understanding of teaching the nature and process of science. Three main types of data were analyzed: the process of science (TPOS) assessment; survey questions, and the module curriculum.

Participating students …

Delayed Beginnings, Jump Start? The Combined Effects On Early Literacy Of Age At Entry Into Kindergarten With Experiences Prior To Entry, Kathryn A. Wilson

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

As the first compulsory grade in the elementary school program, kindergarten is designed to prepare students for the numbered grades. Students are eligible for entrance into kindergarten if they turn five before a state-determined cut-off date. These dates range from the June before the start of school until the January after. Because some states do not require that children attend kindergarten until 6, 7, or even 8 years old, some parents are delaying their child’s entry into the program on the assumption that their child will benefit from an extra year to grow cognitively, physically, and emotionally. The result is …

Exemplary High School Teacher's Utilization Of Web-Facilitated Instruction: A Multiple-Case Study, Tracy A. Platt

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Technology and the web are becoming as necessary to the education of “digital natives” (Prensky, 2001) as the textbook. This qualitative multiple case study focused on the manner in which web-facilitated technologies influenced instruction through planning, preparation, and instructional practices of secondary teachers. Three high school teachers were selected as participants based on their administrator recommending them as an exemplary teacher utilizing web-facilitated technology. A multiple case qualitative design was employed where 8 to 9 observations occurred over a 2-month period. Observations were concluded by researcher journaled thoughts, feelings, and general impressions of what was observed. Post observation interviews queried …

Use Of Cognitive Artifacts In Chemistry Learning, Ilker Yengin

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

In everyday life, we interact with cognitive artifacts to receive and/or manipulate information so as to alter our thinking processes. CHEM/TEAC 869Q is a distance course that includes extensive explicit instruction in the use of a cognitive artifact. This study investigates issues related to the design of that online artifact. In order to understand design implications and how cognitive artifacts contribute to students’ thinking and learning, a qualitative research methodology was engaged that utilized think aloud sessions. Participants’ described constrained and structured cognitive models while using the artifact. The study also was informed by interviews and researcher's field notes. A …

Personality Temperament's Influence On Instructional Strategy Type Selection By Nebraska And Iowa High School Band Directors In A Concert Band Setting, Matthew Herrick

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

The field of education is constantly searching for techniques to efficiently select effective instructional strategies in order to differentiate instruction for students. Why do teachers select the types of instructional strategies they do to promote learning in the music classroom? Most teachers believe a mixture of educational goals, teacher experience, research, student ability, aptitude, interest, and learning style intuitively guide their strategy selection process (Tomlinson et al., 2003). One possible theory is that teachers' personalities are guiding the intuition that selects the instructional strategies. The purpose of this study was to determine if the high school band director's personality temperament …

Extensiveness And Perceptions Of Lecture Demonstrations In The High School Chemistry Classroom, Daniel S. Price

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

While lecture demonstrations have been conducted in chemistry classrooms for hundreds of years, little research exists to document the frequency with which such demonstrations are employed or their effect on learners’ motivation and performance. A mixed-methods research study was performed, using quantitative and qualitative survey data, along with qualitative data from follow-up interviews and structured correspondence, to determine the extent to which lecture demonstrations are used in high school chemistry instruction, and the perceived effects of viewing such demonstrations on students’ performance on course assignments and on motivation to excel in current and future chemistry courses. Fifty-two randomly selected chemistry …

The Relationship Between Professional Development And Teacher Change In The Implementation Of Instructional Strategies That Support Elementary Students' Science Textbook Reading, Virginia J. Laughridge

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This study examined the relationship between a series of professional development workshops and change in three rural elementary teachers’ science textbook reading instructional strategies. The analysis of the qualitative data indicates the degree of teacher change was related to several inner-related factors: (a) teaching experience, (b) teacher perceptions of self, (c) mode of content delivery, and (d) teacher beliefs. Two teachers with the greatest longevity of teaching experience had previously established instructional strategies and modes of content delivery which did not emphasize student textbook reading skills. Their modes of content delivery were related to their self- perceptions as “science teachers” …

Examining The Role Of The Introductory Video In The Development Of Teaching Presence In Online Instruction, Bojan Lazarevic

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This study presents and discusses findings regarding the benefits of video delivery in online instruction. Specifically, the study addresses whether the implementation of a short asynchronous introductory video in a primarily text-based online course has an effect on students’ perception of teaching presence. In addition, the second aim of this study is to test whether an asynchronous introductory video can enhance student’s course engagement and performance. Finally, the study seeks answer if there is an interrelationship between teaching presence, student’s engagement and student’s performance.

This study utilizes a sequential explanatory mixed methods research design. The study also includes elements of …

The Need To Create Culturally Responsive Teachers: Implications For Teacher Education Programs, Cass Griffin

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

Using nine reflections as a centerpiece, this thesis aims is to inform readers about the power that an international travel experience and/or practica in dual-language environments can have in becoming a more effective teacher, a culturally responsive teacher. From personal experience in a both settings, I think I am now better able to relate to students with culturally or linguistically diverse backgrounds because I have been in a similar situation. Students with diverse backgrounds (that are different from their teacher) may have extra difficulty communicating or expressing their thoughts and ideas. Teachers need to recognize these difficulties and respond appropriately …

Transnationalism And The Dominican Republic: The Effect On Student Identity And Achievement, April J. Phillips

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

As transnational movement between the Dominican Republic and United States continues into a new generation, it is important to understand how such movement affects the lives of transnational youth. Unlike adults who choose to move transnationally for a variety of reasons (many times in economic risk-reduction) youth rarely have the power to determine their transnational reality, rather, the adults in their lives choose it for them. Regardless of who controls the power of decision, transnational movement has a great effect on youth especially in their formation of identities and their academic experiences. The following study, which includes an overview of …

Children's Voices: Students' Attitudes About Routine And Nonroutine Mathematics, Deborah E. Seacrest

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This dissertation is a case study focused on the question, "What are students' attitudes toward school mathematics and toward nonroutine math problems and mathematical games?" It addresses the definitions of some of those terms and then moves on to a literature review that suggests that some change in the curriculum may be needed. In an attempt to begin determining whether nonroutine problems and mathematical games could help, students in two different types of classes were introduced to such problems and games. Their attitudes were assessed using a variety of methods, including observation, interview, and journal writing.

The games and problems …