Dissertations / Theses: 'Effective science teaching'

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Hudson, Peter. "Mentoring for effective primary science teaching." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16002/1/Peter_Hudson_Thesis.pdf.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.

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Hudson, Peter. "Mentoring for effective primary science teaching." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.

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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.

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Benjamin, Morris A. "Nigerian science teachers' beliefs about effective science teaching, their pedagogical content knowledge, and how these influence science teaching." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/834.

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This study investigated Nigerian junior secondary science teachers' beliefs about effective science teaching, their pedagogical content knowledge and how these influence their classroom teaching behaviour. The research is underpinned by a conceptual framework, which establishes a strong relationship between teachers' beliefs about teaching, teachers' pedagogical content knowledge and classroom teaching practices. The study was carried out in two phases. The first phase involved a survey of all junior secondary science teachers (N=70) from the 30 secondary schools in two Local Education Districts of Lagos State, Nigeria. The second phase involved in-depth case studies of three science teachers who were purposively selected. The case study data were collected through interviews, classroom observation sessions and document analysis. Findings from the study revealed that the teachers hold narrow, objectivist or realist views of the nature of science, and narrow and elitist views of the purpose of science teaching in schools. They also espoused beliefs consistent with knowledge transmission, teacher-centred, teacher-dominated classrooms in which students should play mainly passive roles of listening, observing the teacher and copying notes whilst under strict supervision of the teacher so as to maintain a quiet classroom for science teaching. Assessment practices are based on short paper and pencil periodic tests and terminal examinations, which are mainly for summative purposes. The teachers' classroom behaviour reflected accurate knowledge of science content and an understanding of the social and physical environment in which their students are learning. However, their teaching practices reflected pedagogical knowledge and skills, and knowledge of student learning derived from the traditional knowledge transmission pedagogy, which is not consistent with current understanding, and best practices in science teaching and learning. Their teacher-centred practices are consistent with their knowledge transmission beliefs and their pedagogical content knowledge in relation to pedagogical strategies and how students learn in science. The study revealed that shortages of science textbooks, insufficient teaching facilities and large classes, limit teachers’ effectiveness in science teaching. More contemporary approaches that actively engage students in learning and develop scientific literacy in the Nigerian context have been recommended. The implications of these findings for initial teacher education, professional development, science curriculum and science teaching have been outlined.

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Patchen, Jacob L. "Effective teaching strategies for intrinsically motivating secondary science students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Patchen_JLMIT2010.pdf.

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Oliver, Emma. "Effective teaching strategies for promoting conceptual understanding in secondary science education." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Oliver_Emma%20MITthesis%202007.pdf.

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Hoare, Philip. "Effective teaching of science through English in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29768299.

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Healey, Hazel. "Developing autonomy through effective teaching and learning in secondary science for able pupils." Thesis, Coventry University, 2008. http://eprints.worc.ac.uk/529/.

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This research arose from a deep concern regarding the falling numbers of able pupils who choose to study the physical sciences beyond GCSE. The research investigates the impact of the teaching and learning methodologies used in secondary school science on the attitudes and aspirations of able pupils towards the study of science and whether enabling a more autonomous role in the classroom might be beneficial. The mixed-methods research design had two phases. The first phase surveyed year 9 pupils and their science teachers across three comprehensive schools in Staffordshire. The second phase was an action research study involving the researcher working with the science department in a fourth Staffordshire comprehensive school over the following academic year. The findings of the initial phase of the research indicated that able pupils were disaffected with the science education that they received in school. Evidence from this phase of the research suggested that the didactic nature of teaching and learning in the science classroom was partly responsible for failing to inspire the ablest pupils to further study of science. The action research classroom interventions offered more autonomous learning opportunities for able pupils within science lessons. The impact of the action research on the pupils was a reported preference for the ‘ownership of task’ afforded to them in the classroom and an increased uptake of the option to study science at advanced level. The impact on the science teachers was a greater awareness of the importance of how they teach as distinct from what they teach. It supports a constructivist approach to the learning and development of both pupils and teachers, showing that serious reform of teacher initial and continuing education is needed if progress is to be widespread The implications of this research inform the ongoing debate regarding ‘best provision’ for able pupils in science; but a greater significance is that it also informs a model of ‘best provision’ for the urgent continuing professional development of science teachers. This research is particularly relevant to recent government policy on both science education and on the provision for gifted and talented pupils.

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McCall, Madelon J. Conaway Betty J. "Qualities of effective secondary science teachers perspectives of university biology students /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5244.

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Chow, Kar-man. "Developing students' inquiry minds in school science : a classroom case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278874.

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Evans, Margaret Quinn. "DEVELOPING A SCIENCE UNIT PLAN THAT IS BOTH INTERESTING AND EFFECTIVE FOR SECONDARY SCHOOLS." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430206786.

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Abdella, Ali Suleman. "Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97776.

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Thesis (PhD)--Stellenbosch University, 2015.
Contains one part in Tigrigna.
ENGLISH ABSTRACT: Against the background of education reforms, this study was conducted to determine what can be learnt from using lesson study as professional development strategy in Eritrea. The core problem discussed in the study is that the instigators of successive education reforms in Eritrea expected teachers to shift their teaching from more teacher focused to student-centred approaches with little or no support provided to them. This implies that teachers in Eritrean need effective and sustainable support systems that enable them to implement the reform initiatives. In this study, the researcher uses lesson study as a strategy that could provide teacher development experiences to teachers in Eritrea that are different from the traditional one-shot varieties such as workshops, short-term orientations and training of trainer programmes which are often normally provided by the official programmes. Lesson study is a well-established classroom-based activity in which teachers systematically examine their teaching by collaboratively planning, teaching, observing, revising and re-teaching lessons. Several successes with lesson study have been reported in research in Japan, where it has been used extensively, as well as elsewhere. However, no study on teacher professional development has been conducted using lesson study as a strategy within the Eritrean context. This study is an interpretive qualitative case study that explores the effects of lesson study on science teachers’ learning and classroom practice in selected middle schools of Eritrea. It involved twenty one participants – fifteen science teachers, three school directors and three pedagogic heads for a duration of one year. Data were generated through questionnaires, semi-structured focus group interviews, observations, documents for generating research lesson events, video-recordings and photographs. The findings show that participation in lesson study cycles that were extended over a period of time was effective in enhancing the learning of teachers and changing the way they teach science in their classrooms resulting in enhanced students confidence, participation and learning. Evidence reported in this study also indicates that lesson study made a contribution to minimising teacher isolation by bringing teachers together to collaborate and share professional ideas and experiences. Moreover, the findings show the existence of a direct relationship between teachers’ interest in teacher development initiatives and the interest that the school leadership shows in such initiatives and in the extent of support they provide to the participating teachers. Though participants reported receiving benefits from lesson study, they were constrained by a lack of time, curriculum overload, large class-size, teachers’ poor living conditions, lack of suitable space, shortage of resources, students’ poor English proficiency, newness of the process and students’ negligence. This study has also contributed to extending the body of knowledge on lesson study. Finally, it is hoped that the findings of this study may be used as a guiding framework for future teacher development initiatives in the education sector or other professional development programmes in Eritrea.
AFRIKAANSE OPSOMMING: Hierdie studie is teen die agtergrond van onderwyshervormings in Eritrea onderneem om te bepaal wat uit die gebruik van lesstudie as strategie vir die professionele ontwikkeling van Eritrese opvoeders geleer kon word. Die kernprobleem van die studie is dat die opeenvolgende onderwyshervormings in Eritrea vereis dat onderwysers hulle onderrigbenadering van opvoedergerigte na meer studentegerigte metodes verander, sonder dat hulle enige noemenswaardige ondersteuning ontvang. Dit impliseer dat daardie onderwysers ’n doeltreffende en volhoubare ondersteuningstelsel nodig het om die hervormingsinisiatiewe in werking te stel. Met die lesstudiestrategie wat in hierdie navorsing gebruik is, is onderwysers in Eritrea blootgestel aan ander ontwikkelingservarings as die tradisionele eenmalige weergawes, wat gewoonlik in die vorm van werksessies, korttermynoriënterings en opleier-opleidingsprogramme plaasvind. Lesstudie is ’n gevestigde klaskamergebaseerde aktiwiteit waarin onderwysers hulle eie onderrig stelselmatig ondersoek deur lesse in samewerking met kollegas te beplan, aan te bied, waar te neem, te hersien en weer aan te bied. Verskeie suksesse met lesstudie is al aangemeld in navorsing in Japan, waar dit op groot skaal gebruik word, sowel as elders. Tog is geen studie oor die professionele ontwikkeling van onderwysers in Eritrese verband al met behulp van lesstudie as ’n strategie uitgevoer nie. Die metodologie vir die navorsing was ’n vertolkende kwalitatiewe gevallestudie wat ondersoek ingestel het na die uitwerking van lesstudie op wetenskaponderwysers se leer- en klaskamerpraktyk in uitgesoekte middelbare skole in Eritrea. Die 21 respondente – 15 wetenskaponderwysers, drie skooldirekteure en drie onderrighoofde – is vir ’n jaar by die studie betrek. Data is deur middel van vraelyste, semigestruktureerde fokusgroeponderhoude, waarnemings, dokumente vir die skep van navorsingslesgebeure, video-opnames en foto’s ingesamel. Die bevindinge toon dat deelname aan lesstudiesiklusse oor ’n langer tydperk onderwysers se leerpraktyk doeltreffend versterk en hulle wetenskaponderrig in die klas verander het. Dit het verhoogde vertroue, deelname en leer onder studente tot gevolg gehad. Bewyse wat in hierdie studie aangemeld is, toon ook dat lesstudie onderwyser-isolasie help beperk het deur onderwysers bymekaar te bring om saam te werk en professionele idees en ervarings uit te ruil. Daarbenewens dui die bevindinge op ’n regstreekse verband tussen onderwysers se belangstelling in inisiatiewe vir hulle eie ontwikkeling en die skoolleiers se klaarblyklike belangstelling in, en ondersteuning vir, onderwysers en hulle professionele ontwikkeling. Hoewel deelnemers by lesstudie baat gevind het, is hulle aan bande gelê deur tydsbeperkinge, ’n oorvol kurrikulum, groot klasse, swak lewensomstandighede, ’n tekort aan geskikte ruimte, te min hulpbronne, swak vaardigheid in Engels onder studente, die nuutheid van die proses en studente se agtelosigheid. Hierdie studie dra by tot die uitbreiding van die beskikbare kennis oor lesstudie. Die bevindinge sal hopelik as ’n raamwerk kan dien om toekomstige inisiatiewe vir opvoederontwikkeling in die onderwyssektor sowel as in ander programme vir professionele ontwikkeling in Eritrea te rig.

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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

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Alhwiti, Awad Hamad. "Teacher perceptions of the effectiveness of the social studies teacher training program at Tabouk Teachers' College in Saudi Arabia." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5308.

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Thesis (Ed. D.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains viii, 84 p. Vita. Includes abstract. Includes bibliographical references (p. 71-77).

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Ward, Elizabeth Kennedy. "Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc30425/.

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This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures.

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Angulo, Jamie Michelle. "Teacher beliefs about the teaching and learning of science." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1610.

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Chow, Kwok-lim, and 周國廉. "To find the determinants for effective science education throughcross-national studies at the junior secondary level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959313.

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Foster, Linda Jean. "Is concept mapping an effective tool for evaluation of student learning in science?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1838.

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Concept mapping is a metacognitive learning strategy which often improves a learner's ability to construct new knowledge. This action research project was intended to determine the level of effectiveness of concept mapping as a student learning intervention. Students in two high school science classes constructed concept maps before and after instruction during a unit of study about volcanoes. The maps were analyzed for increases in complexity and indications of learning. The concept maps were then compared for differences by groups based on volcano unit test scores. Based on the analysis of the matched pairs of concept maps, those maps which contained a higher amount of prior knowledge of the subject matter were associated with maps which showed greatest amount of increase in knowledge after instruction. These results are supported by the many researchers who contend that the most important factor in learning new information and gaining new knowledge is the amount of prior knowledge a learner brings into the learning situation. The results of this action research project will be applied to the development of future science courses by this researcher.

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Bower, Patricia. "Effective use of multimedia in the classroom: Enhancing third grade science curriculum." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1426.

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Ustun, Ulas. "To What Extent Is Problem-based Learning Effective As Compared To Traditional Teaching In Science Education? A Meta-analysis Study." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615106/index.pdf.

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The main purpose of this meta-analysis was to investigate the effectiveness of PBL not only on student achievement and motivation in science, but also on attitudes towards science and skills in primary, secondary and higher educational levels. In addition, the effects of some moderator variables including publication type, research design, teacher effect, researcher effect, country, subject matter, school level, PBL mode, length of treatment, group size, type of questions and assessment instrument on the effectiveness of PBL were also examined in the scope of this meta-analysis. 147 effect sizes were revealed from 88 primary studies selected to be included in the meta-analysis based on the inclusion criteria. Random-effects model rather than fixed-effect model was chosen to be conducted to compute effect sizes indicating the effect of PBL on different outcomes while mixed-effect and fully random-effects model were used while performing analog ANOVA for moderator analysis. The results clearly show that PBL is more effective on different outcomes when compared to traditional teaching methods. The results indicate an overall medium mean effect size of 0.633 for PBL effectiveness. More specifically, PBL has a large impact with a large effect size of 0.820 on students&rsquo
achievement in science subjects in different levels and reveals medium effect sizes of 0.566, 0.616, and 0.565 for students&rsquo
attitude towards science, motivation in science and different kinds of skills, respectively. Moderator analyses indicate that publication type, country, subject area, school level and length of treatment have a noteworthy impact on the effectiveness of PBL.

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Nadarajah, Kumaravel. "Computers in science teaching: a reality or dream; The role of computers in effective science education: a case of using a computer to teach colour mixing; Career oriented science education for the next millennium." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003341.

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Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.

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Bruce, Dallas. "Improving science teaching through the use of video reflection and a PCK-based teaching framework." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2300.

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Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary science education calls for constructivist learning approaches, with an emphasis on inquiry-based, student-centred learning, which demands that teachers develop a wider repertoire and more innovative pedagogical skills. Pedagogical Content Knowledge (PCK) research was used to prepare a conceptual framework of effective teaching skills and knowledge areas which was used in a teacher professional development (PD) initiative. This qualitative study employed a case study methodology with a small group of experienced, secondary Science teachers. An ethnographic, participatory action research (PAR) approach supported the use of self-tracking video in the classroom for the purpose of individual teacher reflection. The teachers then collaborated in a video club professional learning community (PLC) to collectively reflect on effective teaching skills and knowledge. The study concluded that experienced Science teachers found the use of video-supported reflection and participation in a supportive PLC positive and beneficial. It aided their self-reflection and goal-setting and was perceived as enhancing other PD programs that the teachers were engaged in. Participants also felt that the shared experience consolidated collegial relationships and discussion and led to positive feelings. The study provided further insights about elements of effective teaching building on earlier PCK research.

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NeSmith, Richard A. "Students' and teachers' perceptions of effective teaching and learning in the middle level science classroom: the effects on student achievement." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/420.

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The major purpose of the study was to examine the relationship between teacherstudent interpersonal behaviour in the middle level of schooling with the students' academic achievement in science as determined by the term grade (typically issued after a six or nine week grading period). The study also provided validation data for the Questionnaire on Teacher Interactions (QTI) survey instrument with a large American sample of students and teachers drawn from randomly selected the State of Ohio schools. The QTI was designed to elicit students' and teachers' perspectives of effective teaching and learning in classrooms. Numerous studies, here and abroad, during the last five years and have caused awareness that students' perceptions of their school experience are a significant influence on how and what students learn in the classroom. Few studies have been conducted on the topic of student perceptions in comparison to their respective teachers' perceptions in science or how this variance might influence student achievement. The focus of the present study was to compare the perceptions of students and their teachers regarding effective teaching and learning, while concurrently noting students' achievement in science. This study presumed that there was a definite disparity between what teachers perceive to be effective teaching and learning in comparison to what students perceive. The intention of the study was to identify some of the factors associated with any disparity. The hypothesis for the study, simply stated, was that student achievement, according to student's accumulative grade, would reflect a variance in perception with that of their science teacher.Restated, the student's perception of effective teaching and learning could demonstrate to be a strong indicator of academic success or failure, depending upon the extent of difference with their respective teachers'. The research design of the study was based on the survey research method incorporating: 1) student and teacher questionnaires; 2) student and teacher interviews and; 3) students' science achievement, as measured in a teacher-issued grade. A probability sample of 433 middle school students was surveyed using the 48-item short form of the Australian version of the QTI (Wubbels, 1993). This sample comprised 21 middle level science classes, ranging from grade 5 through grade 9. Twelve cooperating science teachers associated with the teaching of science to these students were also surveyed using Questionnaire on Teacher Interaction (QTI). In addition, random interviews were conducted using interview logs with 6 teachers and 6 students selected from a convenience sample of those also responding to the questionnaire. Another major component of the research design was the term grade recorded by the cooperating science teacher, as a means of gauging "student academic achievement". All student and teacher questionnaire data were statistically analysed using Microsoft Excel 2000 and the Statistical Package for Social Science (SPSS) for Windows 1999. The analysis was according to the proper categories in the QTI based on leadership, helpful/friendly, understanding, student responsibility and freedom, uncertain, and dissatisfied, admonishing and strict behaviour established in the QTI.The use of both qualitative and quantitative data collection methods from a range of data sources provided a means of triangulation to strengthen the validity of the findings, which thus afforded a means of comparing data consistency and cross validation for the purpose of improving the rigour of the research design. As a means of collecting empirical data, schools were randomly chosen (probability sample) from the 20001-2002 Ohio Educational Directory, a directory produced by the Ohio Department of Education. Thirty-three schools were drawn. Between October 20002 and January 2003, each school was sent two letters inviting their participation in the study; one letter was sent to the on-site principal and one to the "head science teacher". Five weeks from the date the original letter was sent out to those not responding. Eventually, twenty-one classes returned their surveys for analysis. The Questionnaire of Teacher Interaction (QTI) was chosen due to its record of validity and its ease of administering. The qualitative data were tallied and recorded. The quantitative data analysis was completed using both manual and computerised methods to address the objectives of this study.

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NeSmith, Richard A. "Students' and teachers' perceptions of effective teaching and learning in the middle level science classroom : the effects on student achievement /." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15834.

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The major purpose of the study was to examine the relationship between teacherstudent interpersonal behaviour in the middle level of schooling with the students' academic achievement in science as determined by the term grade (typically issued after a six or nine week grading period). The study also provided validation data for the Questionnaire on Teacher Interactions (QTI) survey instrument with a large American sample of students and teachers drawn from randomly selected the State of Ohio schools. The QTI was designed to elicit students' and teachers' perspectives of effective teaching and learning in classrooms. Numerous studies, here and abroad, during the last five years and have caused awareness that students' perceptions of their school experience are a significant influence on how and what students learn in the classroom. Few studies have been conducted on the topic of student perceptions in comparison to their respective teachers' perceptions in science or how this variance might influence student achievement. The focus of the present study was to compare the perceptions of students and their teachers regarding effective teaching and learning, while concurrently noting students' achievement in science. This study presumed that there was a definite disparity between what teachers perceive to be effective teaching and learning in comparison to what students perceive. The intention of the study was to identify some of the factors associated with any disparity. The hypothesis for the study, simply stated, was that student achievement, according to student's accumulative grade, would reflect a variance in perception with that of their science teacher.
Restated, the student's perception of effective teaching and learning could demonstrate to be a strong indicator of academic success or failure, depending upon the extent of difference with their respective teachers'. The research design of the study was based on the survey research method incorporating: 1) student and teacher questionnaires; 2) student and teacher interviews and; 3) students' science achievement, as measured in a teacher-issued grade. A probability sample of 433 middle school students was surveyed using the 48-item short form of the Australian version of the QTI (Wubbels, 1993). This sample comprised 21 middle level science classes, ranging from grade 5 through grade 9. Twelve cooperating science teachers associated with the teaching of science to these students were also surveyed using Questionnaire on Teacher Interaction (QTI). In addition, random interviews were conducted using interview logs with 6 teachers and 6 students selected from a convenience sample of those also responding to the questionnaire. Another major component of the research design was the term grade recorded by the cooperating science teacher, as a means of gauging "student academic achievement". All student and teacher questionnaire data were statistically analysed using Microsoft Excel 2000 and the Statistical Package for Social Science (SPSS) for Windows 1999. The analysis was according to the proper categories in the QTI based on leadership, helpful/friendly, understanding, student responsibility and freedom, uncertain, and dissatisfied, admonishing and strict behaviour established in the QTI.
The use of both qualitative and quantitative data collection methods from a range of data sources provided a means of triangulation to strengthen the validity of the findings, which thus afforded a means of comparing data consistency and cross validation for the purpose of improving the rigour of the research design. As a means of collecting empirical data, schools were randomly chosen (probability sample) from the 20001-2002 Ohio Educational Directory, a directory produced by the Ohio Department of Education. Thirty-three schools were drawn. Between October 20002 and January 2003, each school was sent two letters inviting their participation in the study; one letter was sent to the on-site principal and one to the "head science teacher". Five weeks from the date the original letter was sent out to those not responding. Eventually, twenty-one classes returned their surveys for analysis. The Questionnaire of Teacher Interaction (QTI) was chosen due to its record of validity and its ease of administering. The qualitative data were tallied and recorded. The quantitative data analysis was completed using both manual and computerised methods to address the objectives of this study.

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Hoabes, Rosina. "Investigating teaching strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003472.

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This study was carried out to investigate the strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum in four schools in Swakopmund, Erongo Education Region. This study is a qualitative case study. I used semi-structured interviews, observation and document analysis as instruments to collect data. Two schools were selected to participate in the case study. Research participants included four teachers (two teachers from each school) of which two teachers are teaching at each school. The study was contextualised through a review of policy changes in Namibian education, which focus on learner-centred education. The study identified six strategies used by teachers to foster environmental learning in the Life Sciences curriculum. These are planning; working with information; practical, excursions and clubs; involving the learners; using visual aids and teaching materials; and choosing topics with a local focus. Through a consideration of the different strategies used by teachers, in relation to the learner-centred nature of the educational reform project in Namibia the study provides insight into the way in which teachers view learner-centred education. The study also illuminates how strategies used by teachers reflect learner-centred education principles and it outlines a number of tensions emerging in the fostering of environmental learning in learner-centred ways. The study identifies further support required by teachers, and makes recommendations which will further enhance the strategies used by teachers to foster the environmental learning focus in Life Sciences, and also enhance learner-centred teaching in Life Science.

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Chow, Kar-man, and 周嘉雯. "Developing students' inquiry minds in school science: a classroom case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196154X.

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Field, Sally Anne. "An effective science education program can be a deterrent to the drop out of Hispanic females." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2854.

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The purpose of this study is to look at parallel factors between the Hispanic female dropout rate and possible resiliency methods such as retention through inquiry based science education. This type of educational program might provide insight into the many educational possibilities that are open to Hispanic females.

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Cook, Whitt Katahdin Abigail. "A Structural Model of Elementary Teachers' Knowledge, Beliefs, and Practices for Next Generation Science Teaching." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1469091648.

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Kos, Agnieszka. "High school teachers' perspectives on effective approaches for teaching biology to students with special needs." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/720.

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The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.

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Wilcox, Gladys M. "The challenge: Effective learning through whole language, literature, thematic units and the social science framework for third grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/850.

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Watt, Dorothy. "Towards effective teaching in primary science : an analysis of the evolving contribution of the SPACE Project to understanding the role of the teacher." Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/36232/.

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The main aim of this thesis is to further understanding of primary science teaching through the analysis of a constructivist research project and its evolution into curriculum materia's. My analysis is underpinned with views on the nature of constructivism, the nature of primary science and research into effective teaching. In particular, I seek to locate the Primary SPACE (Science Processes and Concept Exploration) Project within the paradigm of constructivism; to explore notions of children's ideas as either theories or everyday ways of knowing; to chart the influence of constructivism in the Nuffield Primaa'y Science (NPS) curriculum materials and to observe case studies of classroom practice linked to both SPACE and NPS. My analysis locates SPACE in a form of constructivism particular to primary science (Harlen and Osborne, 1985) which has more in common with "good primary practice" than with other approaches to constructivism. The messages from the NPS Science Co-ordinator's Handbook are very similar to this, while the practice modelled in the Teachers' Guides relates more closely to "guided discovery". Observation of a teacher using NPS for the first time reveals practice very similar to that modelled in the Teachers' Guides in which the teacher is in control of the right answer. This is more successful than a SPACE teacher who tries to change the social dimension of classroom teaching and learning to give the children more ownership, according to constructivist principles. "Guided discovery" is acknowledged to be unprofitable for learning (Hodson, 1993) yet the children being taught using NPS had learning outcomes exceeding the teacher's expectations. I suggest reasons for the success of NPS based on research into effective teaching: that repetition of clearly stated key ideas leads to focused teaching in which learning activities are matched to intended learning outcomes. This approach does not view children's ideas as theories to be developed and is therefore not related to constructivism. I suggest that the way forward for primary science teaching is to embrace socio-cultural approaches so that the teacher's role corresponds more closely to society's norms for education in science, that children learn the accepted science view through supported negotiation, with their ideas viewed only as everyday ways of knowing.

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Lekhu, Motshidisi Anna. "ASSESSING THE TEACHING EFFICACY BELIEFS OF SCIENCE TEACHERS IN SECONDARY SCHOOLS IN THE FREE STATE PROVINCE." Thesis, Bloemfontein: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/245.

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Thesis (D. Phil. (Humanities)) -- Central University of Technology, Free State, 2013
The purpose of this study was to assess the science teaching efficacy of the Physical Science teachers in the secondary schools of the Free State province of the Republic of South Africa. Quantitative and qualitative methods were employed to gather data for this study. It was aimed at determining the effect of the demographic factors and the teachers’ level of preparedness regarding content knowledge and assessment skills on science teaching efficacy. The sample consisted of 190 Physical Science teachers. Two instruments were used to collect data: (1) A self-constructed questionnaire with the Science Teaching Efficacy Belief Instrument for in-service teachers (STEBI-A) modified for this study, and (2) Semi-structured interviews. Teachers’ biographical data and level of preparedness to teach Science were assessed against the two sub-scales of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE). Analysis of data was by basic statistics, descriptive statistics and inferential statistics using SPSS 20.0. Qualitative data were transcribed and categorised into emerging themes. Analysis of the self-efficacy survey indicated highly positive self-efficacy beliefs expressed by most of the practising secondary school teachers in regards to Science teaching. Teachers believe in their own teaching abilities (Personal Science Teaching Efficacy beliefs) and they believe learners’ learning can be influenced by effective teaching (Science Teaching Outcome Expectancy beliefs). In addition, analyses of data on the respondents’ level of preparedness to teach Science indicated a high level of self-rated Science knowledge, with higher confidence levels in Physics than in Chemistry among in-service secondary teachers. MANOVA analysis indicated that teachers’ gender, teaching experience, professional and academic qualifications, Chemistry and Physics content knowledge, frequency of practical work, and confidence in conducting experiments played a significant role in the collective dependent variables, while the grades teachers taught, their age and learner assessments did not. Analysis further indicated that secondary school teachers with a B.Sc (Ed) degree had significantly stronger STOE than teachers with any other professional qualifications. vi There was a significant difference between males and females in the STOE sub-scale scores (F=6.139; p=0.014) with males scoring higher than females; but no significant difference between males and females in the PSTE sub-scale scores (F=5.925; p=0.667). Moreover, teachers with at most five years and at least 16 years of teaching experience had significantly higher PSTE scores than teachers with different years of teaching experience. Furthermore, analyses of the level of preparedness in conducting practical work indicated that respondents were more confident to conduct Physics experiments than Chemistry experiments. In-service secondary Science teachers believed that assessment is an important and integral aspect of teaching and learning, hence they utilised a variety of assessment modes in their classroom. It is recommended that further study should include a test in content knowledge, so that teachers can be assessed to confirm their confidence in content knowledge, rather than allowing them to rate themselves without an actual test. Moreover, qualitative studies may be conducted to support teachers’ self-report measures, such as classroom observations, in order to gain in-depth data about teachers’ efficacy beliefs. If more research is conducted on the self-efficacy beliefs of in-service Science teachers at secondary school level, the curriculum of teacher training programmes could be developed and structured further, there could be more understanding on what pre-service teachers face - this will help to understand how to motivate teachers to teach Science.

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Barrentine, Scott Davis. "Analyzing the Online Environment| How Are More Effective Teachers Spending Their Time?" Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606359.

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Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they’ll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students’ self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.

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Huelskamp, Lisa M. "The impact of problem-based learning with computer simulation on middle level educators' instructional practices and understanding of the nature of middle level learners." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242662952.

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Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.
ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.

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Lee, Kwang-Sug. "Concept attainment in mathematics within content-based instruction for secondary English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2858.

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The purpose of this project is to provide a useful model, the Concept Attainment Model in Mathematics, which implicates the concept attainment teaching method based on adjunct content-based instruction by using visuals and manipulatives in order to help ESL students be successful for both substantive content areas.

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Hallez, Jaime Elizabeth. "The importance of science in the classroom and implications for teaching science effectively." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JHallez2008.pdf.

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Nordahl, Kristina. "Authentic Authority: The Heart of Effective Teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29795.

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The purpose of this thesis paper is to explore the elements of effective teaching. The main research questions that are dealt with regard how teachers can establish themselves as authentic authorities in the classroom and what strategies are conducive to effective teaching. The thesis paper aims to identify specific strategies and techniques that can be employed to increase teachers’ authority and provide a learning environment conducive to cooperative, on-task learning.This investigation will be in the form of a case study of an eighth grade English teacher at a secondary school in southern Sweden. The case study consists of two parts: an in-class observation of six English lessons forms the basis for a follow-up semi-structured interview.This thesis highlights the importance of teachers’ ability to establish referent and expert authority in their teaching role.

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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.

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Washer, Barton A. "The perceived effectiveness of Missouri's new Vocational Teacher Institute as an inservice and preservice activity for new trade, industrial, and health sciences instructors /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988710.

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Brown, Deborah Reinhart. "A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1185843243.

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Kunkwenzu, Esthery D. "Critical competencies for effective teaching : perceptions of home economics teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/918.

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Home economics is a multi-faceted, inter-disciplinary, integrated field of study drawing from a multitude of disciplines including sociology, psychology, anthropology, chemistry, physics, architecture and the arts (Henry, 1995). As a school subject, home economics in Malawi is taught at primary school, secondary school as well as at university level. This study explores home economics teachers' perceptions of competencies critical for teaching the subject. Data was collected from secondary school home economics teachers in Malawi. The study is a qualitative investigation of how experienced teachers describe effective teaching of the integrated home economics syllabus, and what they perceive as critical competencies for meeting the goals and objectives of the course. The research design included interviews, Observations and discussions of curriculum and teaching documents. Using the ETHNOGRAPH computer program, the data was analysed to identify significant patterns of meaning and behaviour which related to the teaching of home economics in Malawi. This study noted that home economics teaching in Malawi was faced with problems resulting from the conditions in the environmental context of the schools, These problems did not only affect teaching performance, but also the way teachers perceived competent practice. The findings of this stud) provide useful information to extend the understanding of the nature of home economics teaching in Malawi. The information can be useful for the planning of more effective preservice and inscrvice teacher education programs and for the development of curriculum support materials.

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Jekwa, Noxolo. "Teaching strategies in Grade 11 multilingual Life Sciences classrooms: a case of two schools in East London District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/488.

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It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.

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Smith, Samantha L. "Comparing Error Correction Procedures: Incorporating Effective and Efficient Teaching with Learner Preference." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/402713.

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Teaching & Learning
Ed.M.
Previous research has evaluated error correction procedures to assess their effectiveness, yet few studies have evaluated preferences for these procedures. An alternating treatments design was used to compare the effects of four error correction procedures: model, single response repetition (SRR), multiple response repetition (MRR), and single response repetition with an embedded distracter trial (SRR-D), on the acquisition of sight words for three adolescent males. Preference for the procedures was assessed by using a concurrent chains procedure consisting of forced choice and free choice presentations. Results demonstrated that all participants performed best with a specific error correction procedure. Participant 1 showed a moderate preference for his most effective error correction procedure. Participant 2 demonstrated a slight preference for the SRR procedure which did not correlate with his most effective error correction procedure, SRR-D, and participant 3 did not demonstrate preference for any of the procedures. These findings suggest that error correction procedures should be evaluated and individualized for each learner. Although a moderate preference for a procedure was demonstrated with only one participant, future research should continue to use and refine these procedures to incorporate learner preference in all teaching strategies.
Temple University--Theses

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Hall, Karen I. "Teaching for Equity and Justice| Methods and Best Practices of Effective Anti-bias Educators." Thesis, Webster University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814340.

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This study is the result of the researcher’s 25-year tenure in public education. That tenure developed a passion for disrupting racism and modeling social justice pedagogies to dismantle the barriers to educational equity in classrooms. The researcher wants to enact a vision of denouncing oppressive structures for students by positioning teachers to play a critical role in transforming society. The researcher contextualizes multicultural education, critical race theory, and social justice education to develop an overview of anti-bias teaching. Moreover, the researcher suggests the theoretical frames from multicultural education, critical race theory, and social justice education represent the underpinnings of anti-bias education.

Prejudice, bias, and stereotypes continue to exist in schools. For this reason, multicultural education and social justice education equip teachers with the strategies to recognize prejudice, bias, and stereotypes that create barriers to equitable education. This study will add to the growing field of educational research for equity-oriented teaching practices so school systems have the tools to dismantle inequities. The researcher’s study focuses on equity-centered approach through anti-bias teaching patterns of the 2016 Teaching Tolerance award-winning teachers.

What are the best practices and skills necessary for an anti-bias classroom setting? A study of the identified anti-bias 2016 award-winning educators from Teaching Tolerance program are the subjects of this research. The researcher’s goal is to identify patterns of teaching, and then compare these practices to Marilyn Cochran-Smith’s Six Principles of Social Justice. The outcome of the research will add to the growing educational equity work and provide teachers support needed to act in their classrooms for anti-bias education. Educators can transform and provide equitable teaching and learning for all students.

The design of the work is the case study. The researcher chose case study research because it allows the researcher to ask how and why questions. For the investigation, the case study method is the best fit for data collection and analysis. Moreover, case study design allows for description and narration in the research. This format will allow the reader to immerse him/herself in the lives of the teachers so they gain a better understanding of anti-bias educators.

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Espmarker, Johan, and Emanuel Tedenby. "Effective Teaching Methods and Strategies in the EFL Classroom to Facilitate Students’ Vocabulary Development." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30611.

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This research examines how low-level vocabulary students, in particular, might better progress tohigher levels of vocabulary in the EFL context. In addition, a variety of strategies and teachingmethods are analysed. Vocabulary is the foundation of language learning and is an essential partof reading, writing and speaking. This research examines the importance of high frequencywords, teaching methods and strategies in the EFL classroom. Several methods and strategies areanalysed to compare and draw conclusions regarding which are the most effective. To be able tofind answers to these questions, a number of scientific articles and experimental studies werereviewed. Our findings indicate that the 2,000 most common words in the English language areimportant in order to progress to higher levels of vocabulary. The research also showed thatstudents who possessed the high frequency words were superior in reading, writing and speakingcompared to the students who did not have this word level. Additionally, students with largervocabulary gained significantly more vocabulary from activities and reading. Choosing the correctteaching strategy and method has proven to be important in order to develop students’vocabulary. Strategies such as visual aids, function-based teaching and post-reading tasks haveshown to be effective methods for teaching vocabulary. Although the 2,000 most frequent wordsis an important learning goal, the teachers’ choice of methods to achieve this is crucial.

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Bossaer, John. "Four Strategies for Becoming a More Effective Educator – Part 3: Teaching Students to Think Critically." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7794.

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Blair, H. Brooke. "Teachers' Perceptions of Their Preparation to Choose and Implement Effective Methods for Teaching Emergent Readers." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2189.

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Reading is not an easily learned skill for most students. I chose to look at the methodology being used by teachers in East Tennessee to instruct emerging readers. Through my review of literature, I researched reading approaches implemented in American classrooms in the last 150 years. I compared and contrasted data to determine current researchers' findings concerning the most effective techniques for teaching reading and how teachers have implemented this knowledge base into their teaching strategies. Teachers cannot teach what they do not know. Therefore, I also researched literature addressing the growing concern among educators with teachers' preparation and professional development opportunities as well as the amount of specific preparation teachers received regarding the reading methods they are using. After compiling the data from my interviews with 30 East Tennessee first-grade teachers, I found that most said they did not feel adequately prepared to teach emergent readers. These teachers reported they had not had instruction that provided foundations in a wide range of research-based approaches to reading. The professional development offerings for teachers already in the classroom were often sporadic and did not compensate for their lack of preparation in college. There is a need for colleges and universities to re-evaluate the current teacher preparation programs. School systems should strive to provide quality inservice opportunities for instructors of emergent readers as well as hiring reading coaches or specialists to assist the reading instructors.

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Dawson, Heather S. "Constructing an Effective Measurement Tool to Assess the Self-Efficacy of Preservice Teachers for Teaching Students with Disabilities." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218492377.

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Johansson, Caroline, and Ann-Louis Johansson. "The impact of teachers' self-efficacy on their approach to teaching English as a second language and the strategies they perceive as effective to develop students' self-efficacy." Thesis, Malmö universitet, Malmö högskola, Institutionen för barndom, utbildning och samhälle (BUS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42220.

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Abstract It has been claimed that teachers who possess a low level of self-efficacy may impede the learning process for students. When teachers do not possess a high self-efficacy, they may not believe strongly in their own ability to teach, which could in turn lead to unmotivated students in the second language classroom. The purpose of this research is to examine in what way the self-efficacy of Swedish L2 teachers of English influences their way of teaching in the second language classroom both in terms of how it affects their approach to teaching and how it affects the strategies and methods they choose touse in the classroom to strengthen their own students’ self-efficacy. The study uses a qualitative research method. Data was collected through questionnaires, classroom observations and follow-up questionnaires with five English teachers in Southern Sweden. Findings of the study suggest that teachers' with a high level of self-efficacy more positively influence their teaching approach than those who possess a low level of self-efficacy, which can impede their way of teaching. It was also found that the strategies teachers found useful for improving students’ self-efficacy were: language use, scaffolding and group work. This result could be important for further theoretical and pedagogical research for all in an educational position.

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Lermigeaux, Isabelle. "Rôle de l'organisation de l'espace de travail sur les activités effectives et empêchées des enseignants : rôle de la configuration de la salle de sciences dans l'apprentissage de la compétence d'argumentation." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAH019/document.

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L'organisation de l'espace de travail est un aspect du contexte instrumental d'enseignement (Grangeat & Hudson, 2015). A ce titre, l'appropriation de l'espace de la classe en tant qu'instrument (Rabardel, 1995) est susceptible de faciliter l'activité du professionnel ou au contraire réduire son pouvoir d'agir (Clot, 2008), en empêchant ou limitant certaines actions et interactions. L'espace de la classe est un espace relationnel (Löw, 2001) porteur d'un message plus ou moins fort de frontalité, qui détermine une structure de communication plus ou moins orientée entre les élèves et l'enseignant (Fisher et Fousse, 2002). Le placement des élèves a une incidence sur leurs performances (Perkins &Wieman, 2005 ; Brooks, 2011, 2012) et il semble aussi que les interactions entre élèves diffèrent selon la facilité d'accès de l'enseignant à leur espace de travail (Issaadi et Jaillet, 2017). L'espace de la classe est aussi l'espace de l'activité (Leplat, 2000), dans lequel l'enseignant se place et se déplace, en jouant sur les codes de la proxémie et en utilisant des lieux spécifiques (Hall, 1968, Forest, 2006). Les déplacements apparaissent comme des gestes professionnels, exprimant les connaissances professionnelles et la perception des affordances spatiales (Gibson, 1979 ; Warren &Wang, 1987) de l'enseignant.Cette recherche a analysé les placements et déplacements de l'enseignant sous l'angle de l'analyse de l'activité, en questionnant l'accessibilité (Vickerman, 1974) de quatre espaces de classe (Îlots, Bus, Hybride et Peigne). L'objectif était d'examiner dans quelle mesure les contraintes liées à l'espace de travail modifiaient les interactions entre l'enseignant et les groupes d'élèves. La méthodologie s'est appuyée sur la cartographie comportementale suivant Legendre et Depeau (2003), pour croiser les données spatiales et temporelles liées aux déplacements et les données relatives aux processus d'apprentissages, reposant sur l'analyse des échanges verbaux intragroupes d'argumentation, de régulation de la réalisation de la tâche et motivationnels et sur l'analyse des échanges enseignant-groupes, dans le contexte de l'enseignement des sciences fondé sur l'investigation. Ce contexte présente des contraintes spécifiques liées à l'espace dans la mesure où le mobilier est fixé au sol, et réclame une organisation adaptée au travail en petits groupes. Deux construits, l'accessibilité potentielle et la proximité réelle ont été mobilisés dans cette recherche.Les résultats montrent qu'une valeur d'accessibilité potentielle caractérise chaque configuration, et que la proximité effective de l'enseignant vis-à-vis des groupes d'élèves apparaît corrélée à l'accessibilité potentielle du groupe d'élèves. Ils montrent aussi que bien que les interactions verbales enseignant-groupes ne diffèrent pas selon la configuration, la qualité de la régulation intragroupe et la qualité du processus d'argumentation sont affectées par la configuration, et que leur qualité est moins bonne quand l'accès est plus difficile, ce qui questionne le rôle de la perception d'accessibilité. Les construits d'accessibilité potentielle, de proximité réelle et l'utilisation d'une méthodologie d'analyse géospatiale des interactions de classe sont proposés en tant que moyen d'évaluation des nouveaux espaces d'apprentissage qui émergent avec la généralisation des outils numériques en classe
The organization of the workspace is an aspect of the instrumental context of teaching (Grangeat & Hudson, 2015). The appropriation of the space of the class as an instrument (Rabardel, 1995) may facilitate the activity of the professional or on the contrary reduce the teacher’s power to act (Clot, 2008), by preventing or by limiting actions and interactions. The space of the classroom is a relational space (Löw, 2001) that carries a more or less strong frontal message, determining a structure of communication more or less directed towards the teacher (Fisher and Fousse, 2002).The layout of the students has an incidence on their performances (Perkins & Wieman, 2005; Brooks, 2011, 2012) and it also seems that the interactions between pupils differ according to the accessibility of the teacher in their workspace (Issaadi & Jaillet, 2017). The space of the classroom is also the space of activity (Leplat, 2000), where the teacher is moving, playing on the codes of proxemy and using specific places (Hall, 1968, Forest, 2006). The teacher's movements appear as professional gestures, expressing professional knowledge and perception of the spatial affordances by the teacher (Gibson, 1979; Warren &Wang, 1987).This search analyzed the teacher's movements under the angle of the analysis of activity, by examining the accessibility (Vickerman, 1974) of four classroom spaces (Islands, Bus, Hybrid and Comb). The objective was to examine to what extent the constraints bound to the workspace modified the interactions between the teacher and the groups of students. The methodology used behavioral mapping following Legendre and Depeau (2003), in order to link the spatial and temporal data bound to the teacher's movements and the data concerning the processes of learning.The verbal exchanges between the students in a group – the argumentation, realization of the task and motivational exchanges- and the exchanges between the teacher and the group, were analyzed, in the context of the Inquiry Based Sciences Teaching (IBST). This context presents specific constraints bound to the space since the furniture is fixed to the ground, and needs an organization adapted to the work in small groups. Two constructs, the potential accessibility and the effective proximity were mobilized in this search.The results show that a specific value of potential accessibility characterizes every configuration, and that the effective proximity of the teacher towards the groups of students seems correlated with the potential accessibility of the groups. They also show that, although the verbal interactions between the teachers and the groups do not differ according to the configuration, the quality of the regulatory process in a group and the quality of the process of argumentation are affected by the configuration, and that their quality is less good when the access is more difficult, what underlines the role of the perception of accessibility.We suggest to use the constructs of potential accessibility, of effective proximity, and the methodology of geospatial analysis of the interactions of class for assessing the new learning spaces that emerge with the generalization of the digital tools in class

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Dissertations / Theses on the topic 'Effective science teaching'

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