Дисертації з теми "Indiana secondary science teachers"
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Voldemaras, Georgette. "A study of soil survey report use by Indiana secondary school vocational agriculture/agribusiness and social science educators." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483130.
Повний текст джерелаWerling, Mark. "Knowledge of Indiana school law possessed by Indiana public secondary school teachers." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458831.
Повний текст джерелаRutledge, Michael L. "Indiana high school biology teachers and evolutionary theory : acceptance and understanding." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027093.
Повний текст джерелаDepartment of Biology
Donnelly, Lisa A. "Indiana secondary students' evolution learning experiences and demarcations of science from non-science." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274916.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2882. Adviser: Valarie L. Akerson. Title from dissertation home page (viewed Apr. 14, 2008).
Lawson, Michael A. "Leadership styles in secondary school science teachers /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164522.
Повний текст джерелаUkaha, Emmanual Chuks. "Hierarchy of causes of curriculum lag in industrial-technical education as perceived by industrial-technical teachers, principals and superintendents in the state of Indiana." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/465789.
Повний текст джерелаLemons, Theresa. "Factors That Influence Special Education Teachers' Career Decisions in a Rural School District in Southern Indiana." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1085.
Повний текст джерелаGrauer, Bette L. "Secondary science teachers’ use of the affective domain in science education." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17312.
Повний текст джерелаDepartment of Curriculum and Instruction
Michael F. Perl and Kay Ann Taylor
The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science classes, (b) how those teachers worked with student affective responses, and (c) what interactions were present in the classroom when they worked with student affective responses. The study was motivated by research indicating that student interest and motivation for learning science is low. Eight secondary science teachers participated in the case study. The participants were selected from a pool of teachers who graduated from the same teacher education program at a large Midwest university. The primary sources of data were individual semi-structured interviews with the participants. Krathwohl’s Taxonomy of the Affective Domain served as the research framework for the study. Student affective behavior reported by participants was classified within the five levels of Krathwohl’s Affective Taxonomy: receiving, responding, valuing, organization, and characterization. Participants in the study reported student behavior representing all levels of the Affective Taxonomy. The types of behavior most frequently reported by participants were identified with the receiving and responding levels of the Affective Taxonomy. Organization behavior emerged during the study of perceived controversial science topics such as evolution. Participants in the study used student affective behavior to provide feedback on their lesson activities and instructional practices. Classroom interactions identified as collaboration and conversation contributed to the development of responding behavior. The researcher identified a process of affective progression in which teachers encouraged and developed student affective behavior changes from receiving to responding levels of the Affective Taxonomy.
Ellis, John A. "An analysis of perceptions of Indiana secondary teachers regarding components deemed important to effective staff development programs." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530365.
Повний текст джерелаDepartment of Educational Administration and Supervision
Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.
Повний текст джерелаTitle from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.
Illes, Robert Timothy. "Teachers' perspectives of energy in lower secondary school science." Thesis, Oxford Brookes University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404688.
Повний текст джерелаWuyep, Sunday Nankap. "Training teachers for integrated science in Nigerian secondary schools." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021520/.
Повний текст джерелаSTAR, RACHEL PADMA. "CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028.
Повний текст джерелаKrim, Jessica Sarah. "Critical reflection and teacher capacity the secondary science pre-service teacher population /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/krim/KrimJ0809.pdf.
Повний текст джерелаBlackmon, Phyllis Ann. "A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1670.
Повний текст джерелаKay, Gillian. "Science practical work: what types of knowledge do secondary science teachers use?" Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13355.
Повний текст джерелаThe prominence of practical work in science curricula today infers that these activities offer unique learning experiences for achieving specific goals. Yet, but for a few exceptions, practical work in school science is often neglected and has not been effective in achieving the goals normally associated with it. The rationale behind this study was that an understanding of the bases for decisions made as teachers plan, enact and assess practical work in Grade 8 and 9 natural sciences, may reveal the nature of the knowledge base required for effective practical work. It was thought that such insight might also shed light on some of the reasons for the apparent lack of effective practical work in South African schools. Furthermore it could inform the design of those aspects of pre - service and in - service teacher professional learning programmes aimed at developing the knowledge and skills required for effective practical work. There is a paucity of research on the knowledge base required for science practical work and no instruments designed to measure, capture or describe such a knowledge base, were found. The aim of this study was firstly to develop a valid and reliable instrument to facilitate the analysis of what teacher s say and do with respect to practical work, and secondly to get a feel for using this instrument for the purpose it was intended. Informed by literature, and using Shulman’s notion of pedagogical content knowledge (PCK) as the theoretical lens, the analytical instrument, called the practical work PCK table (PPCK T able), consisting of different categories and sub - categories of knowledge, was developed. A number of strategies were used to improve the validity and reliability of the instrument. These strategies included: i) using the instrument to analyse interviews and lessons of three natural sciences teachers working in three different educational settings, ii) soliciting the input from experts in the field of PCK, and iii) determining the inter - rater agreement in the interpretation of the categories or sub - categories among four raters by calculating the percentage agreement and the Fleiss’ kappa statistic. Addressing the shortcomings revealed by these measures culminated in the final version of the instrument, the practical work knowledge table (PracK Table) and its accompanying codebook. The second aim was addressed by conducting a pilot case study to explore the usefulness of the PracK Table as a heuristic device. A series of eight Grade 9 lessons taught by one teacher were observed. Data sources included lesson observations, teacher and learner interviews, worksheets and samples of learners’ work. The PracK Table was used to identify and describe the knowledge the teacher drew on when he engaged his learners in practical work. This study has shown the construct, ‘PCK for practical work’, to be invalid. It also revealed that a useful, valid and reliable instrument could be developed, if it is informed by authoritative literature, and if its validity and reliability are empirically tested in real contexts. In the case study the strengths and weaknesses in a teacher’s knowledge and practice could readily be identified using PracK Table as the analytical tool. The findings of the case study indicate that a broad knowledge base and access to laboratory resources, although necessary, does not always translate into effective practical work. Furthermore, it suggests that for well - qualified, experienced natural sciences teachers, teaching in fairly well - resourced schools, it is their theories about teaching and learning in general that is the main factor that determines the effectiveness of the practical work they engage in. These findings could have significant implications for the development of teacher professional learning programmes.
Sunger, Mustafa. "An Analysis Of Efficacy Beliefs, Epistemological Beliefs And Attitudes Towards Science In Preservice Elementary Science Teachers And Secondary Science Teachers." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608601/index.pdf.
Повний текст джерелаlearning. Furthermore, many preservice elementary and secondary science teachers express a positive attitude toward science teaching. The analysis indicated that there is a relationship between self efficacy beliefs and attitudes towards science teaching in preservice secondary science teachers, and there is another relationship between epistemological beliefs and attitudes towards science teaching in preservice elementary science teachers.
Tarmo, Albert. "Science teachers' beliefs and teaching practices in Tanzanian secondary schools." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/74620/.
Повний текст джерелаBauserman, Adam D. "Special education service delivery and instructional models used in Indiana for secondary students with emotional disabilities perceptions from the field /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/756.
Повний текст джерелаMcCall, 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.
Повний текст джерелаKaya, Fatma. "HOW A SCIENCE METHODS COURSE CHANGES SECONDARY PRESERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS ABOUT SCIENCE AND ENGINEERING PRACTICES." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594471533162242.
Повний текст джерелаUludag, Nazan. "Teaching for understanding exploring preservice science teachers' beliefs and practices /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Повний текст джерелаDe, Vore Philip Steven. "Use of state recommended curriculum materials by Ohio secondary vocational teachers /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951595500598.
Повний текст джерелаNyirenda, Euginia Mukhala. "Zambian Secondary School Pre-service science Teachers' Pedagogical Orientations and Beliefs about science Teaching." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1711.
Повний текст джерелаPrice, Gareth. "Exploring secondary school science teachers' understanding of creativity in their lessons." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/23346/.
Повний текст джерелаÇikmaz, Ali. "Examining two Turkish teachers' questioning patterns in secondary school science classrooms." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/1442.
Повний текст джерелаKim, Young-Soo. "A study of concept maps regarding the nature of science by preservice secondary science teachers /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901250.
Повний текст джерелаAram, Roberta J. "A case study of secondary science teachers with 1960's and 1990's science education goals orientations /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9841204.
Повний текст джерелаEdwards, Karol Lyn. ""They can be successful too!", inclusive practices of secondary school science teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/MQ52896.pdf.
Повний текст джерелаScales, Jason A. "Assessment of teachers' ability to integrate science concepts into secondary agriculture programs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4717.
Повний текст джерелаThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 29, 2008) Vita. Includes bibliographical references.
Silva, 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.
Повний текст джерелаReform 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
Campbell, Nancy S. "Delaware Technical & Community College's response to the critical shortage of Delaware secondary science teachers." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 89 p, 2008. http://proquest.umi.com/pqdweb?did=1601234351&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Повний текст джерелаBancha, Rattanawai Fisher Robert L. "An investigation of the professional education component of the preservice programs for secondary science teachers in Thailand." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901468.
Повний текст джерелаTitle from title page screen, viewed September 19, 2005. Dissertation Committee: Robert L. Fisher (chair), Larry D. Kennedy, Ronald S. Halinski, Douglas X. West, Donald S. Kachur. Includes bibliographical references (leaves 273-283) and abstract. Also available in print.
Saunders, Kathryn Jean. "Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1880.
Повний текст джерелаThornton, David. "Experience of the Neophyte Science Teachers: Through Their Eyes." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6964.
Повний текст джерелаOgunmade, Taiwo Oludare. "The status and quality of secondary science teaching and learning in Lagos State, Nigeria." Connect to thesis, 2005. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0042.html.
Повний текст джерелаHung, Cheung-ling. "A study of the teaching methods used by integrated science teachers in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803925X.
Повний текст джерелаMiller, Chris Michael. "Factors Affecting Job Satisfaction and Teacher Retention for North Texas Secondary Science Teachers." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792070.
Повний текст джерелаThe current mixed method study explored the job satisfaction perceptions and retention plans of 241 secondary science teachers from seven North Texas school districts. For the current study, an email questionnaire was sent to seven districts across 83 secondary campuses, which included 51 middle schools and 32 high schools. The current study intended to find reasons why secondary science teachers continue to teach or decide to leave the profession. The participants’ perceptions and intentions to continue teaching were gathered through an online survey which gathered data across seven job satisfaction domains. Demographic and retention responses provided additional data on each participant. Through a quantitative analysis of Likert type survey responses and qualitative analysis of open-ended retention responses, the current study explored secondary science teachers’ perceptions and intentions to stay teaching. The quantitative analysis of survey data found significant differences in almost all of the job satisfaction domains for all teachers. There were also significant differences across some demographic groups as well. Through a qualitative analysis, motivation to teach was the leading predictor for retention. On the other hand, school culture and compensation were the top reasons for teachers planning to leave the classroom.
Owen, Jeffery C. "Design, Implementation and Assessment of an Earth Systems Science Course for Secondary Teachers." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/OwenJC2003.pdf.
Повний текст джерелаKorte, Sarah. "The Acceptance and Understanding of Evolutionary Theory among Ohio Secondary Life Science Teachers." Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1070473022.
Повний текст джерелаLandis, Carol E. "Teachers' thinking about the use of global environmental issues in secondary science classes." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114110813.
Повний текст джерелаBoston, Julie. "Learning in a digitally connected classroom: Secondary science teachers’ pedagogical reasoning and practices." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2275.
Повний текст джерелаKeys, Philip Mark. "Primary and secondary teachers shaping the science curriculum : the influence of teacher knowledge." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15920/1/Philip_Keys_Thesis.pdf.
Повний текст джерелаKeys, Philip Mark. "Primary And Secondary Teachers Shaping The Science Curriculum: The Influence Of Teacher Knowledge." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15920/.
Повний текст джерелаFricke, Norma Irene. "The effect of a mentoring programme targeting secondary school science and mathematics teachers in a developmental context." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11262009-002707.
Повний текст джерелаAmes, Roland Tyler. "A Survey of Utah's Public Secondary Education Science Teachers to Determine Their Preparedness to Teach Engineering Design." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3559.
Повний текст джерелаChan, Kam-ho, and 陳錦河. "Experienced teachers' development of pedagogical content knowledge for teaching a new topic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206720.
Повний текст джерелаBinti, Roslena Pdis Haji Johari. "Lower secondary science teachers' conceptions of, and approaches to, teaching and learning in government secondary schools in Brunei Durassalam." Thesis, University of Nottingham, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546242.
Повний текст джерелаAlston, Lizzie. "A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30533.
Повний текст джерелаEd. D.
Ludbrook, Geraldine Ann. "Investigating the English language needs of CLIL teachers in Italian secondary school science classrooms." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.656309.
Повний текст джерела