東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Why won't they listen: Negotiating t...

Liuzzo, Anna M.

Linked to FindBook

Google Book

Amazon

博客來

Why won't they listen: Negotiating the technological and social context for science teaching.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Why won't they listen: Negotiating the technological and social context for science teaching./
Author:	Liuzzo, Anna M.
Description:	239 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1250.
Contained By:	Dissertation Abstracts International72-04A.
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3440312
ISBN:	9781124475202

Why won't they listen: Negotiating the technological and social context for science teaching.
Liuzzo, Anna M.

Why won't they listen: Negotiating the technological and social context for science teaching. - 239 p.

Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1250.

Thesis (Ed.D.)--State University of New York at Buffalo, 2011.

The purpose of this study was to gather information to identify the obstacles and the impact an implementation of technology had in a middle school science classroom. This study explored a teaching environment where the teacher planned on using a variety of technology tools including laptops, probeware, hardware and software to promote scientific study. This study took place in two phases consisting of three consecutive years. In phase one the teacher reported great success. In phase two a shift in the school implementation created a significant impact on the learning taking place. This study identified the obstacles faced by a teacher providing an environment that combined her pedagogy with technology implementation. This teacher's pedagogy included research-based practices such a authentic problem-based learning, scientific inquiry, conceptual understanding of problem solving, connections to real-life situations and the use of metacognition in her practice. This study looked to determined if this implementation had an effect on student engagement and achievement; how the nature of technical and professional development impacted the implementation; and the barriers that were faced in creating a student-centered, technology rich approach to science. This qualitative study was conducted meeting the criteria of a case study of one teacher. The participant teacher's accounts of events through interviews were the primary source of data. In addition, multiple sources of information were also gathered. These included the teacher's reflective journal, student interviews, student focus groups, student artifacts, classroom observations, field notes, e-mail correspondences and students' test scores. This study proposes to contribute to the growing research evidence of implementation in the classroom and to identify specific obstacles that hinder success. The current state of education is calling for reform.

ISBN: 9781124475202Subjects--Topical Terms:

1030813
Education, Middle School.

Why won't they listen: Negotiating the technological and social context for science teaching.
LDR:03014nam 2200325 4500 001 1406012
005 20111213102407.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124475202
035 $a (UMI)AAI3440312
035 $a AAI3440312
040 $a UMI $c UMI
100 1 $a Liuzzo, Anna M. $3 1685440
245 1 0 $a Why won't they listen: Negotiating the technological and social context for science teaching.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1250.
500 $a Adviser: Randy Yerrick.
502 $a Thesis (Ed.D.)--State University of New York at Buffalo, 2011.
520 $a The purpose of this study was to gather information to identify the obstacles and the impact an implementation of technology had in a middle school science classroom. This study explored a teaching environment where the teacher planned on using a variety of technology tools including laptops, probeware, hardware and software to promote scientific study. This study took place in two phases consisting of three consecutive years. In phase one the teacher reported great success. In phase two a shift in the school implementation created a significant impact on the learning taking place. This study identified the obstacles faced by a teacher providing an environment that combined her pedagogy with technology implementation. This teacher's pedagogy included research-based practices such a authentic problem-based learning, scientific inquiry, conceptual understanding of problem solving, connections to real-life situations and the use of metacognition in her practice. This study looked to determined if this implementation had an effect on student engagement and achievement; how the nature of technical and professional development impacted the implementation; and the barriers that were faced in creating a student-centered, technology rich approach to science. This qualitative study was conducted meeting the criteria of a case study of one teacher. The participant teacher's accounts of events through interviews were the primary source of data. In addition, multiple sources of information were also gathered. These included the teacher's reflective journal, student interviews, student focus groups, student artifacts, classroom observations, field notes, e-mail correspondences and students' test scores. This study proposes to contribute to the growing research evidence of implementation in the classroom and to identify specific obstacles that hinder success. The current state of education is calling for reform.
590 $a School code: 0656.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Sciences. $3 1017897
690 $a 0450
690 $a 0710
690 $a 0714
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1026373
773 0 $t Dissertation Abstracts International $g 72-04A.
790 1 0 $a Yerrick, Randy, $e advisor
790 1 0 $a Waight, Noemi $e committee member
790 1 0 $a Miller, Suzanne $e committee member
790 1 0 $a Liu, Xiufeng $e committee member
790 $a 0656
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3440312