Open Access. Powered by Scholars. Published by Universities.®

Elementary Education and Teaching Commons™

Open Access. Powered by Scholars. Published by Universities.®

Science and Mathematics Education

Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 301 - 330 of 416

Full-Text Articles in Elementary Education and Teaching

The Effects Of Teachers' Teaching Styles And Experience On Elementary Students' Mathematical Achievement, Angela Stanford Jul 2014

The Effects Of Teachers' Teaching Styles And Experience On Elementary Students' Mathematical Achievement, Angela Stanford

Doctoral Dissertations and Projects

The purpose of this causal comparative study was to determine if a statistically significant difference existed in the mathematical achievement of elementary students in classrooms led by teachers with different dominant teaching styles (Grasha, 1996) and varying years of teaching experience. Participants in this study included 29 upper elementary (grades 3-5) classroom teachers in an urban public school system located in Central Arkansas. Two one-way ANOVAs were used to compare the Arkansas Augmented Benchmark Examination's (AABE) mathematics scores of 855 students in upper elementary classrooms of teachers with varied teaching styles and years of teaching experience. A two-variable Chi-square analysis …

Go to article

Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya Jun 2014

Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya

Australian Journal of Teacher Education

The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in …

Go to article

Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen May 2014

Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity for young children in the learning of mathematics was not adequately supported by teachers in the classroom due to teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity towards creative students, teachers’ occupational pressure, low quality curriculum, and the like. The purpose of this grounded theory study was to generate a model …

Go to article

From The Co-Editors Apr 2014

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Go to article

From The Co-Editors Apr 2014

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Go to article

From The Co-Editors Apr 2014

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Go to article

Increasing The Accessibility Of Science For All Students, Samantha Langley - Turnbaugh, Glenn Wilson, Lynn Lovewell Apr 2014

Increasing The Accessibility Of Science For All Students, Samantha Langley - Turnbaugh, Glenn Wilson, Lynn Lovewell

Journal of Science Education for Students with Disabilities

This paper evaluates the accessibility of selected field and laboratory high school science activities, and provides suggestions for increasing accessibility for students with disabilities. We focused on GLOBE (Global Learning Observations to Benefit the Environment) protocols, specifically the new Seasons and Biomes investigation currently being developed as part of the GLOBE program. Five university students with disabilities majoring in science or technology were recruited to test the GLOBE protocols, and 10 protocols were evaluated for accessibility. Based on our results, we make several suggestions with regards to instructions, equipment, safety, outcomes and activity significance that will increase the accessibility of …

Go to article

From The Co-Editors Apr 2014

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Go to article

Wipro Science Education Fellowship Teacher Leadership Program, Center Of Science And Math In Context, University Of Massachusetts Boston Apr 2014

Wipro Science Education Fellowship Teacher Leadership Program, Center Of Science And Math In Context, University Of Massachusetts Boston

Office of Community Partnerships Posters

The WIPRO Science Education Fellowship (SEF) is a 2 year science teacher-leadership program funded by the Wipro Ltd. Wipro committed $5.1million to COSMIC, over seven-years, to train three (3) cohorts of 180 school teachers, fostering leadership and teaching excellence in science education among K-12 teachers from Greater Boston, Northern New Jersey and Greater New York. Through engagement and collaboration with teams of teachers from different districts, teachers reflect on their own practice and that of their peers through the use of video; they identify opportunities for themselves to take a leadership role within the district, in their building or with …

Go to article

Preparation For Practice: Elementary Preservice Teachers Learning And Using Scientific Classroom Discourse Community Instructional Strategies, Elizabeth Lewis, Oxana Dema, Dena Harshbarger Apr 2014

Preparation For Practice: Elementary Preservice Teachers Learning And Using Scientific Classroom Discourse Community Instructional Strategies, Elizabeth Lewis, Oxana Dema, Dena Harshbarger

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links to schools and science education reform. However, they often lack a strong background in science, knowledge of effective science teaching strategies, and consequently have low confidence and self-efficacy. This investigation explored the initial learning of elementary PSTs using an interdisciplinary model of a scientific classroom discourse community during a science methods course. Findings …

Go to article

Planning And Enacting Mathematical Tasks Of High Cognitive Demand In The Primary Classroom, Kelly Georgius Apr 2014

Planning And Enacting Mathematical Tasks Of High Cognitive Demand In The Primary Classroom, Kelly Georgius

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

This study offers an examination of two primary-grades teachers as they learn to transfer knowledge from professional development into their classrooms. I engaged in planning sessions with each teacher to help plan tasks of high cognitive demand, including anticipating and planning for classroom discourse that would occur around the task. A detailed description of the planning and teaching that took place during the study provides information about how a teacher can learn and what a teacher learns to consider in order to plan and implement meaningful mathematical lessons. This design experiment describes the work of two teachers who participated in …

Go to article

Eliciting And Characterizing Students’ Mental Models Within The Context Of Engineering Design, Chelsey Ann Dankenbring Apr 2014

Eliciting And Characterizing Students’ Mental Models Within The Context Of Engineering Design, Chelsey Ann Dankenbring

Open Access Theses

Recently, science education reform documents have called for the incorporation of engineering principles and practices into the K-12 science standards and curriculum. One way this has been done is through the use of engineering design tasks as a way for students to apply their scientific understandings to real-world problems. However, minimal studies have documented students' conceptions within the context of engineering design. Thus, the first chapter of this thesis outlines the steps taken to develop a draw-and-explain item that elicited students' mental models regarding the cause of the four seasons after finishing an engineering design task. Students' mental models regarding …

Go to article

A Study Comparing Fifth Grade Student Achievement In Mathematics In Departmentalized And Non-Departmentalized Settings, Karen Nelson Apr 2014

A Study Comparing Fifth Grade Student Achievement In Mathematics In Departmentalized And Non-Departmentalized Settings, Karen Nelson

Doctoral Dissertations and Projects

The purpose of this quantitative, causal-comparative study was to examine the application of the teaching and learning theory of social constructivism in order to determine if mathematics instruction provided in a departmentalized classroom setting at the fifth grade level resulted in a statistically significant difference in student achievement on the Virginia 2011 Grade 5 Mathematics Standards of Learning (SOL) Test when compared to the achievement of students in a non-departmentalized setting. Regular fifth grade education students, who attended non-Title 1, Pre-K through Grade 5 elementary schools in an urban eastern Virginia school district, participated in this study. A three-way between-groups …

Go to article

Spread The Word! A Look At The Development Of Communication Technology, Sue Leahy Apr 2014

Spread The Word! A Look At The Development Of Communication Technology, Sue Leahy

Lesson Plans

No abstract provided.

Go to article

Documenting Elementary Teachers' Sustainability Of Instructional Practices: A Mixed Method Case Study, Bridget Cotner Mar 2014

Documenting Elementary Teachers' Sustainability Of Instructional Practices: A Mixed Method Case Study, Bridget Cotner

USF Tampa Graduate Theses and Dissertations

School reform programs focus on making educational changes; however, research on interventions past the funded implementation phase to determine what was sustained is rarely done (Beery, Senter, Cheadle, Greenwald, Pearson, et al., 2005). This study adds to the research on sustainability by determining what instructional practices, if any, of the Teaching SMART[reg] professional development program that was implemented from 2005-2008 in elementary schools with teachers in grades third through eighth were continued, discontinued, or adapted five years post-implementation (in 2013). Specifically, this study sought to answer the following questions: What do teachers who participated in Teaching SMART[reg] and district administrators …

Go to article

Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez Mar 2014

Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez

Interdisciplinary Journal of Problem-Based Learning

Recent calls have been made to enhance and extend the statistical experiences of K-12 students. However, to ensure that such goals are met, teachers also need to develop deep conceptual understanding and pedagogical content knowledge that are essential to statistical thinking and reasoning. In this regard, over the past two decades, leading thinkers and professional organizations had advocated that teaching and curricula should be focused and organized around problem solving. In this paper we describe three such technology-supported curricula—a project-based learning (PjBL) unit, problem-solving activities (PS) unit, and a model-eliciting activities (MEA) unit—that align with this perspective and discuss the …

Go to article

From The Co-Editors Mar 2014

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Go to article

The Relationship Between Principal Leadership And Teacher Morale In The Elementary Schools In A Northwest Georgia School District, Daniel Webb Mar 2014

The Relationship Between Principal Leadership And Teacher Morale In The Elementary Schools In A Northwest Georgia School District, Daniel Webb

Doctoral Dissertations and Projects

This study examined the difference between 2012 CRCT math sores based on principal leadership styles and teacher morale, as well as the relationship between teacher morale and 2012 CRCT math scores at each of the 12 elementary schools within a Northwest Georgia county school district. There is a gap in current research regarding the importance of teacher morale and principal leadership at the elementary level, and another gap exists in research that compares teacher morale and student success. Teacher morale was quantified through the use of the Purdue Teacher Opinionaire (PTO), principal leadership practices were quantified through the use of …

Go to article

A Residency Model: Shifting From Traditional To On-Site Education, Ryan Andrew Nivens Feb 2014

A Residency Model: Shifting From Traditional To On-Site Education, Ryan Andrew Nivens

ETSU Faculty Works

I report how methods course assignments shifted from simulation to actual participation in remediation, assessment, and co-teaching in a K- 6 methods course in a state where policies dictate a residency model in place of traditional courses followed by student teaching

Go to article

The Impact And Effectiveness Of Student-Centered Classroom Structure, Amie P. Westberg Feb 2014

The Impact And Effectiveness Of Student-Centered Classroom Structure, Amie P. Westberg

Mathematics Graduate Theses

The purpose of this paper is to explore the effectiveness of student-centered learning as an alternative classroom structure. It is important that we continually reflect on our teaching methods and explore alternatives that can help give our students the best chance to succeed. While the literature is mixed with regard to which classroom style is best, there are many sources showing the benefits of student-centered instruction over a strictly teacher- centered classroom. Sources also showed that teachers do not need to choose exclusively one style of teaching, and that a blended classroom using a variety of teaching styles can be …

Go to article

An Investigation Of Teachers’ Noticing, Cognitive Demand, And Mathematical Knowledge For Teaching: Video Reflections In An Elementary Mathematics Context, Lorelei R. Coddington Jan 2014

An Investigation Of Teachers’ Noticing, Cognitive Demand, And Mathematical Knowledge For Teaching: Video Reflections In An Elementary Mathematics Context, Lorelei R. Coddington

CGU Theses & Dissertations

In the past decade, mathematics performance by all students, especially minority students in low socioeconomic schools, has shown limited improvement nationwide (NCES, 2011). Traditionally in the United States, mathematics has consisted of arithmetic and computational fluency; however, mathematics researchers widely believe that this method of instruction does not enhance the development of mathematical reasoning and ignores the research on students’ mathematical development (Blanton & Kaput, 2005; Stigler & Hiebert, 1999). Recommendations by the mathematics community are to broaden and strengthen teacher content knowledge in mathematics and to provide the pedagogical tools needed by teachers to extend their students’ thinking and …

Go to article

Students’ Attitude Towards Science In Lower Secondary Classes : Comparison Across Regions, Nahid Parween Anwar, Sadia Muzaffar Bhutta Jan 2014

Students’ Attitude Towards Science In Lower Secondary Classes : Comparison Across Regions, Nahid Parween Anwar, Sadia Muzaffar Bhutta

Institute for Educational Development, Karachi

Science education is an area of interest for long and has gained a lot of attention from science educators. Keeping this in view, the current study explored the attitude of grade VI-VIII students towards science in the provinces of Sindh and Balochistan. This research study was conducted as part of a 5-year project titled ‘USAID-LINKS to learning: Education Support to Pakistan’ (USAID-EDLINKS). A 5-point rating scale, Science Attitude Scale (SAS) was adapted from previous research. SAS has 32 items arranged under five constructs: learning science in school, self-concept in science, science outside of school, future participation in science and importance …

Go to article

Cultivating Primary Students’ Scientific Thinking Through Sustained Teacher Professional Development, Roxanne Greitz Miller, Margaret Sauceda Curwen, Kimberly A. White-Smith, Robert C. Calfee Jan 2014

Cultivating Primary Students’ Scientific Thinking Through Sustained Teacher Professional Development, Roxanne Greitz Miller, Margaret Sauceda Curwen, Kimberly A. White-Smith, Robert C. Calfee

Education Faculty Articles and Research

While the United States’ National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children’s engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and mathematics assessment scores in response to the country’s No Child Left Behind (2001) mandates; (2) a lack of preparation in teacher science content knowledge; and (3) a lack of science professional development opportunities. In response to these needs and focusing on the primary (Kindergarten–first–second) grade levels, the Project SMART …

Go to article

Prospective Elementary Mathematics Teacher Content Knowledge: An Introduction, Christine Browning, Eva Thanheiser, Alden Edson, Patrick M. Kimani, Dana Olanoff, Jennifer M. Tobias, Ian Whitacre Jan 2014

Prospective Elementary Mathematics Teacher Content Knowledge: An Introduction, Christine Browning, Eva Thanheiser, Alden Edson, Patrick M. Kimani, Dana Olanoff, Jennifer M. Tobias, Ian Whitacre

Mathematics and Statistics Faculty Publications and Presentations

This Special Issue on the mathematical content knowledge of prospective elementary teachers (PTs) provides summaries of the extant peer-­‐reviewed research literature from 1978 to 2012 on PTs’ content knowledge across several mathematical topics, specifically whole number and operations, fractions, decimals, geometry and measurement, and algebra. Each topic-­‐specific summary of the literature is presented in a self-­‐contained paper, written by a subgroup of a larger Working Group that has collaborated across several years, resulting in this Special Issue sharing the final work. The authors hope this summative look at prospective teacher content knowledge will be of interest to the mathematics education …

Go to article

Teachers' Perceptions About The Types, Quality, And Impact Of Their Job-Embedded Professional Development Experiences, Delilah Mitchell Dec 2013

Teachers' Perceptions About The Types, Quality, And Impact Of Their Job-Embedded Professional Development Experiences, Delilah Mitchell

Dissertations

This study was designed to determine eighth grade teachers’ perceptions of the impact, quality, and types of job-embedded professional development activities they have participated in and the relationship to student achievement in language arts, math, or science. The researcher identified school districts with 50% or more of their eighth grade students scoring proficient or advanced on all three areas of Mississippi’s Curriculum Test, Second Edition (MCT2). Sixty-four eighth grade language arts, math, or science teachers who had been at their current school at least two years completed a questionnaire created by the researcher. Multiple Linear Regression and Pearson’s Correlation were …

Go to article

Personality And Science Training As Predictors Of Science Teaching Efficacy Beliefs, Holly Saint Dec 2013

Personality And Science Training As Predictors Of Science Teaching Efficacy Beliefs, Holly Saint

Doctoral Dissertations and Projects

Various factors have been researched over the past decade related to teaching efficacy under NCLB. Bandura's Social Cognitive Theory (SCT) guided this correlational study with 13 Alabama and 10 Tennessee public school districts to examine 114 K-4 teachers' personality measured by the Big Five Inventory (BFI) personality factors; science pre-service training and school-district professional development training measured by an unpublished Science Training Survey; and science teaching efficacy beliefs measured by the Science Teacher Efficacy Belief Instrument (STEBI). The BFI's personality factors and science training were examined in combination using a hierarchical linear regression in an eight-step model while controlling for …

Go to article

Northeast Tennessee Educators’ Perception Of Stem Education Implementation, Kristin Turner Aug 2013

Northeast Tennessee Educators’ Perception Of Stem Education Implementation, Kristin Turner

Electronic Theses and Dissertations

A quantitative nonexperimental survey study was developed to investigate Northeast Tennessee K-8 educators’ perceptions of STEM education. This study was an examination of current perceptions of STEM education. Perceived need, current implementation practices, access to STEM resources, definition of STEM, and the current condition of STEM in Northeast Tennessee were also examined. The participating school districts are located in the Northeast Region of Tennessee: Bristol City Schools, Hamblen County Schools, Johnson City Schools, Johnson County Schools, Kingsport City Schools, Sullivan County Schools, and Washington County Schools. Educational professionals including both administrators and teachers in the elementary and/or middle school setting …

Go to article

Common Misconceptions And Instructional Best Practices For Teaching Fractions To Students In Grades Three, Four, And Five, Dan Fairchild May 2013

Common Misconceptions And Instructional Best Practices For Teaching Fractions To Students In Grades Three, Four, And Five, Dan Fairchild

Mathematics Graduate Theses

This research paper will identify common misconceptions related to the teaching and learning fractions for students in grades three, four, and five. Different fraction subconstructs will be identified and instructional best practices will be identified for the teaching and learning of comparing fractions, ordering fractions, adding fractions, and subtracting fractions.

Go to article

Landscapes To Learnscapes: Exploring Schoolyard-Based Education, Emily I. Palena, Caroline T. Spurgin Apr 2013

Landscapes To Learnscapes: Exploring Schoolyard-Based Education, Emily I. Palena, Caroline T. Spurgin

Pitzer Senior Theses

This thesis explores schoolyard-based education as a viable and necessary method for rectifying the shortcomings within the American public school system and the Nature-deficit Disorder epidemic. We argue that schoolyard-based education should be fully integrated into the school system, not in the sole form of popularized school gardens, but as a standard teaching method. We show this using extensive research and a case study of three elementary schools in Claremont, California.

Go to article

Improving Student Achievement Through Feedback, Jennifer L. Mchlachlan Apr 2013

Improving Student Achievement Through Feedback, Jennifer L. Mchlachlan

Mathematics Graduate Theses

This paper reviews the current research that exists on feedback given to students in an educational setting. Questions examined were what characteristics make feedback effective, what are the effects on student achievement if feedback is available to students in a math classroom and does timing of the feedback given play a role in its effectiveness. Results showed that feedback is effective if it is descriptive, including both strengths and weaknesses. Feedback given in small doses throughout the learning process, so as not to overwhelm students, has also proven effective. The research shows that the effect of feedback on student achievement …

Go to article

First Prev Next Last