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Full-Text Articles in Science and Mathematics Education
Teacher Perception And Their Understanding Of Progress Monitoring Throughout A Longitudinal Assessment System, Rena A. Duewel
Teacher Perception And Their Understanding Of Progress Monitoring Throughout A Longitudinal Assessment System, Rena A. Duewel
Graduate Theses and Dissertations
The purpose of this qualitative study was to examine the phenomenon of teacher perception and their understanding of progress monitoring throughout a longitudinal assessment system. This monitoring of student progress is to enhance their academic skills in mathematics and provide necessary interventions for growth as measured on a longitudinal assessment system through fidelity of implementation of interventions processed through progress monitoring. Data was collected from participant responses through interviews, a demographic survey, and focus groups. Interview respondents participated in a closed-door, face-to-face interview. The survey was used to collect specific demographic data to provide a concise snapshot of each individual …
The Educational Emphases Of Science Teachers In Us Evangelical Protestant High Schools, Albert Chang
The Educational Emphases Of Science Teachers In Us Evangelical Protestant High Schools, Albert Chang
Education Reform Faculty and Graduate Students Publications
I examine the educational emphases of science teachers in Evangelical Protestant (EP) schools, including (1) teaching basic content knowledge, (2) improving scientific reasoning skills, and (3) presenting real-world applications of science. Using a nationally representative sample of US ninth-graders, I find differences in these educational emphases between science teachers in EP schools and science teachers in secular private, Catholic, and public schools. I also find suggestive evidence that differences in STEM-related student outcomes across school sectors, which have been demonstrated in prior research, are associated with cross-sector differences in the emphases of science teachers.
Formal Learning In An Informal Setting: The Cognitive And Affective Impacts Of Visiting A Science Center During A School Field Trip, Charlie Belin
Formal Learning In An Informal Setting: The Cognitive And Affective Impacts Of Visiting A Science Center During A School Field Trip, Charlie Belin
Graduate Theses and Dissertations
With the pressures of budget cuts, many schools--particularly schools serving low-income students--are eliminating school field trips to museums, zoos, and other cultural institutions despite their widely reported utility. First, through a systematic review of the literature, I examine the findings from 17 international studies on the benefits of visiting an informal science education institution during a K-12 school field trip. Almost all pre-post studies reported a positive change in both cognitive and affective outcomes after visiting an ISEI. However, studies that also included a control group to compare students who visited the ISEI with students who had yet to visit …