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McClung, Samuel Alan. "Peer evaluator beliefs analyzed within a teacher belief framework". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186587.
Pełny tekst źródłaBarnes, Valerie Rose. "Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984215/.
Pełny tekst źródłaLockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.
Pełny tekst źródłaCooper, Elizabeth N. "The beliefs of teacher educators". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31110.
Pełny tekst źródłaEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Greene, Terry A. "Impacting teacher beliefs: A whole language teacher education program". Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187335.
Pełny tekst źródłaMuller, Sara Louise. "Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/17431.
Pełny tekst źródłaThis thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the beliefs of teachers is a necessary, even if insufficient, prerequisite to designing effective teacher development programmes. I postulate that take-up rates of new content and teaching methods are low due to unmanaged cognitive conflict with pre-existing beliefs about the nature of teaching. A broad review of the literature on beliefs as a concept is conducted to establish theoretical grounding for the study of beliefs as an abstract object of analysis (Green, 1971; Nespor, 1987; Pajares, 1992). I particularly refer to Ernest's (1989) models of mathematics epistemology, and Adler's (2001) dilemmas of teaching mathematics in multilingual classrooms. Multiple studies of mathematics teachers' beliefs are drawn upon to relate beliefs to classroom practice. Qualitative data on two mathematics teachers working in a rural school in the Eastern Cape was gathered over the period of a month, using ethnographic methods as outlined by Thompson (1992) for gathering evidence of beliefs. Primary data, which consisted of pre-interviews, multiple lesson observations and stimulated-recall post-interviews, was analysed for evidence of teacher beliefs. Secondary data, in the form of a researcher journal and socio-economic information about the school, was also gathered to provide rich context data in which to situate the teachers' work. Particular attention was paid to teacher beliefs about teaching and learning, mathematics and language. Further evidence for beliefs was then obtained through close examination of an observation extract using classroom discourse analysis. The main finding of this thesis was that not only does a school's context provide logistical constraints to curriculum implementation and pedagogical change, but that the worldviews of teachers affect their interpretation of the curriculum (Chapman, 2002). Significantly, a relationship between the mathematics epistemology a teacher holds and their ability to admit language as a critical pedagogical factor is suggested. I conclude that detailed understanding of what teachers believe may provide a productive approach for teacher development programmes that aim to effect change.
Karwan, Vanessa Ann. "Understanding teacher beliefs with reflective tools". Diss., [La Jolla] : [San Diego] : [San Marcos] : University of California, San Diego ; San Diego State University ; California State University, San Marcos, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359016.
Pełny tekst źródłaAvailable via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 157-170).
King, Jeffrey M. "Learner-Centered Teacher Beliefs and Student-Perceived Teaching Effectiveness". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2520/.
Pełny tekst źródłaVriesema, Christine Calderon, i Christine Calderon Vriesema. "How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624491.
Pełny tekst źródłaTHOMAS, MARI KATHERINE. "TEACHER INTERN AND MENTOR TEACHER BELIEFS AND PRACTICES REGARDING COLLABORATIVE PROBLEM SOLVING". University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029753830.
Pełny tekst źródłaLavigne, Alyson Leah. "Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching". Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193771.
Pełny tekst źródłaGrutzik, Cynthia 1961. "Teachers' beliefs about learning". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291861.
Pełny tekst źródłaAngulo, Jamie Michelle. "Teacher beliefs about the teaching and learning of science". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1610.
Pełny tekst źródłaLovelace, Stephen D. "Teacher beliefs about conceptual understanding in mathematics". Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=990277791&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Pełny tekst źródłaShalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.
Pełny tekst źródłaMitchell, Adam James. "Assessing Scientific Inquiry: Teacher Beliefs and Practices". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2521.
Pełny tekst źródłaSakamoto, Malia DeCourcy. "Gaps in Family and Teacher Involvement Beliefs". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3320.
Pełny tekst źródłaRenzi, Laura. "The influence of teachers' beliefs on literature instruction in the high school English classroom". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782274.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xii, 215 p. Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center.
Foor, Ryan M. "Mentoring Abilities and Beliefs of Ohio Secondary Agricultural Education Mentor Teachers". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275451147.
Pełny tekst źródłaConway, Pamela R. "The relationship among teacher empowerment, teacher beliefs, teacher demographics, and second grade reading achievement /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012962.
Pełny tekst źródłaWu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.
Pełny tekst źródłaWu, Kam-yin, i 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.
Pełny tekst źródłaGustavsson, Beatrice, i Anastasia Karakitsos. "Teacher and Teacher Student Beliefs on Using Code-Switching in EFL Classrooms". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33521.
Pełny tekst źródłaMcNally, Shelley Ann. "Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors". University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618.
Pełny tekst źródłaKerr, Patricia Reda. "Design and validation of a standards-based science teacher efficacy instrument". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155806476.
Pełny tekst źródłaAdeyemi, Cheryl Moremi Presmeg Norma C. "Semiotic chaining preservice teacher beliefs and instructional practices /". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172873.
Pełny tekst źródłaTitle from title page screen, viewed November 17, 2005. Dissertation Committee: Norma C. Presmeg (chair), Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 289-301) and abstract. Also available in print.
Matoti, Sheila N., i Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.
Pełny tekst źródłaReichenauer, Enid Linda. "Teacher beliefs and kindergarten retention, philosophy into practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq39587.pdf.
Pełny tekst źródłaWest, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language". Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.
Pełny tekst źródłaAfrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ʼn voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ʼn mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ʼn Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ʼn spesifieke instelling te studeer waar ʼn gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ʼn gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ʼn statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ʼn meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ʼn kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
Shim, Jae-woo. "The teacher efficacy beliefs of Korean teachers of English as a foreign language /". The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486474078047909.
Pełny tekst źródłaWiley, Caroline. "Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202704.
Pełny tekst źródłaHinchcliff, Elizabeth Bowers. "Exploring Teacher Beliefs of Adolescent Developmental Needs Through Positive Student Comments of their Teachers". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8966.
Pełny tekst źródłaUzoff, Phuong Pham. "Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.
Pełny tekst źródłaThe purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.
The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.
Cerrato, Elaine. "Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7765.
Pełny tekst źródłaFrentress, Jennifer L. "Assessing the impact of teacher beliefs on student achievement". Thesis, Lewis and Clark College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642432.
Pełny tekst źródłaThis study examines the impact of cultural competency training and an equity agenda on teacher beliefs and expectations as they relate to student achievement. Despite excessive investment in education reform, prevailing efforts continue to produce inequitable outcomes. I want to advance a theory of action that promotes embedding discourse and training to build understanding of the diverse student populations in our public schools as a strategy to improve student outcomes.
I used a mixed methods research design to study the impact of cultural competency training on teachers' beliefs about the students they teach and to examine the relationship between the training and the achievement of those students. Methods included a web-based questionnaire, interviews of teachers, leaders, and consultants, document review, and analysis of student achievement scores in one school. Quantitative findings suggest a relationship between teacher beliefs and student outcomes: as teachers participated in cultural competency training, student achievement on the statewide reading test increased for all student groups and the gaps between groups decreased. Qualitative findings show an increased understanding of diverse student and family needs and improved understanding of personal bias changed teachers' beliefs and perceptions about their students and led teachers to hold higher expectations academically for their students.
While the scale of this study was small (one school in one district), findings support the need for cultural competency training in schools and districts experiencing a gap in achievement between more affluent and white students and culturally or linguistically diverse student populations.
Pink, Elizabeth I. "Pre-service teachers' beliefs and intended practices around the promotion of reading for pleasure among primary children". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231720/1/Elizabeth_Pink_Thesis.pdf.
Pełny tekst źródłaParry, Stefan. "Influences on beginning teacher construing : beliefs, stories and trajectories". Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/15433.
Pełny tekst źródłaSiedlecki, Madeleine, i Alexander Lundström. "Teachers’ Beliefs Regarding Vocabulary Learning". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31611.
Pełny tekst źródłaHutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers". W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.
Pełny tekst źródłaDrinnon, Rebecca Lee. "Teacher Beliefs and the Instructional Practices of National Board Certified High School English Teachers". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1999.
Pełny tekst źródłaCeylandag, Fatma Rana. "Teacher Self-efficacy Beliefs Toward Measurement And Evaluation Practices". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610951/index.pdf.
Pełny tekst źródłabelief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo
Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo
(TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo
sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and evaluation tools. Three hundred ninety-four teachers participated in the study. Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Canonical Correlation Analysis, and Structural Equation Modeling (SEM) were conducted to answer the research questions. CFA provided evidence for five-factor structure of the TEMES. Cronbach&rsquo
s alpha coefficients of these five factors were satisfactory, ranging from .76 to .87. Teachers reported more frequent use of traditional measurement and evaluation tools than alternative tools. Separate MANOVAs yielded non-significant effect of gender on the factors of TEMES, but of teaching level. In addition, findings of canonical correlation analysis indicated that factors of TEMES were correlated with factors of Turkish teachers&rsquo
sense of efficacy scale (TTSES). Results of the SEM indicated that teacher self-efficacy toward measurement and evaluation practices was positively correlated with frequency of using traditional and alternative measurement and evaluation tools. Year of teaching was found to be a non-significant predictor of teachers&rsquo
sense of efficacy, teacher self-efficacy toward measurement and evaluation practices, and frequency of using traditional and alternative measurement and evaluation tools.
Stiffler, Kim. "Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement". Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791844.
Pełny tekst źródłaPurpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.
Methodology. A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California.
Findings. A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture.
Conclusions. Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders’ maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas.
Recommendations. Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.
Gasiewicz, Rebecca E. "Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517.
Pełny tekst źródłaReighart, Penelope Rucker. "A questionnaire to assess preservice teacher beliefs about teaching /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495854.
Pełny tekst źródłaSoldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning". Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.
Pełny tekst źródłaBottomley, Amy. "Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.
Pełny tekst źródłaBurgess, Patricia L. "Formation of Professional Identity: Elementary Teachers Who Transition to University-Based Teacher Education". Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3111.
Pełny tekst źródłaAndrews, Christopher Daren. "Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6393.
Pełny tekst źródłaNelson, Michael Jay. "The Effects of Classroom and Field Experiences with Technology on Preservice Teachers’ Beliefs and Teaching Practices". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585946911420285.
Pełny tekst źródłaSilva, Pimentel Diane H. "Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions". Thesis, Boston College, 2012. http://hdl.handle.net/2345/2927.
Pełny tekst źródłaReform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N=185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N=45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction