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Full-Text Articles in Science and Mathematics Education
Science Instruction In A Culture Of High-Stakes Assessment: A Transcendental Phenomenological Study Into The Experiences Of Missouri Elementary School Teachers In A Non-Assessed Grade Level, April Williams
Doctoral Dissertations and Projects
The purpose of the transcendental qualitative phenomenological research is to describe the characteristics and strategies of teachers who share the same experiences in teaching science, a non-assessed content, in a high-stakes assessment environment at the third and fourth grade levels. Teacher curriculum choices are dictated by the need to prepare students to take content area standardized assessments in the grade level taught. Science instruction that focuses on scientific reasoning may lead to Science, Technology, Engineering, and Math (STEM) careers for students. Teachers who elect to teach science at the elementary level in a manner that develops scientific reasoning are an …
Elementary Teachers' Participation In Edmodo As A Community Of Practice: A Phenomenology, Cynthia Reasoner
Elementary Teachers' Participation In Edmodo As A Community Of Practice: A Phenomenology, Cynthia Reasoner
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to describe the shared, lived experience of elementary teachers’ participation in Edmodo as a community of practice. The theoretical framework guiding this research included Lave and Wenger’s (1991) community of practice theory and Bandura’s social learning theory (1977, 1984) which explained how learning through participation and observation occurs among teachers involved in learning communities. Social constructivism (Bruner, 1996; Piaget, 1971; Vygotsky, 1978) and adult learning theories (Mezirow, 1991, 1995; Knowles, 1984) also provided understanding as to how adults learn and create knowledge. This study described the lived experience of 10 elementary teachers and …