東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

A Quantitative Analysis of Mediated Moderation towards Improving STEM Student Outcomes through School Leadership, School Culture, and Pedagogical Approaches.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Quantitative Analysis of Mediated Moderation towards Improving STEM Student Outcomes through School Leadership, School Culture, and Pedagogical Approaches./
作者:	Walters, Christopher Allen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	301 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27744869
ISBN:	9798662402737

A Quantitative Analysis of Mediated Moderation towards Improving STEM Student Outcomes through School Leadership, School Culture, and Pedagogical Approaches.
Walters, Christopher Allen.

A Quantitative Analysis of Mediated Moderation towards Improving STEM Student Outcomes through School Leadership, School Culture, and Pedagogical Approaches. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 301 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The University of Alabama, 2020.

This item must not be sold to any third party vendors.

It is becoming increasingly necessary that students need to master skills and knowledge in the areas of science, technology, engineering, and mathematics (STEM) to meet the demands of future occupations including critical thinking and problem solving. Underutilized in research is how teachers feel about the teaching strategies, leadership decisions, or the school culture as it relates to STEM education. This study examines how school leaders can help improve STEM education through improved teaching strategies and considers how the developed school culture impacts the relationship between school leadership and pedagogy.A pilot survey based on eighty texts included 70 items containing questions related to three variables of classroom pedagogy, school leadership, and school culture. A final instrument of 55 questions was delivered to a stratified random sample of 61 public high schools across Alabama including 250 teachers across all subjects with a response rate of 42%. Regression analysis with mediated moderation of teacher perceptions in SPSS was conducted on the data using the PROCESS macro model. This included 61 paths using a combination of the major variable constructs and subconstructs with over 1,200 models analyzed.Even with a limited data set, this research suggests the notion that school leaders do not directly impact STEM student outcomes. Both the mediated and moderated pathway show that as teacher belief in school leadership (b = .55, p = .00) or school culture (b = .35, p = .00) improves classroom pedagogy improves as related to STEM. However, neither the mediated pathway normoderated pathway ultimately resulted in a significant impact on STEM learning. A comparison of demographic groupings does indicate that teachers believe STEM education can be improved by increasing individual consideration and efficacy in the classroom through sense making, ownership, and flexibility by developing individual experiences. School leaders should consider characteristics of transformational leadership by offering individual teacher consideration with a school culture that offers feedback, data analysis and reflection. Ultimately, this study does provide an initial survey model that can be utilized to help evaluate the relationships between school leadership and STEM education and continued development of the model would provide an instrument for STEM research that does not exist.

ISBN: 9798662402737Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Mediated moderation

A Quantitative Analysis of Mediated Moderation towards Improving STEM Student Outcomes through School Leadership, School Culture, and Pedagogical Approaches.
LDR:03709nmm a2200409 4500 001 2345473
005 20230119155956.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798662402737
035 $a (MiAaPQ)AAI27744869
035 $a AAI27744869
040 $a MiAaPQ $c MiAaPQ
100 1 $a Walters, Christopher Allen. $3 3684425
245 1 0 $a A Quantitative Analysis of Mediated Moderation towards Improving STEM Student Outcomes through School Leadership, School Culture, and Pedagogical Approaches.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 301 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Sun, JingPing.
502 $a Thesis (Ph.D.)--The University of Alabama, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a It is becoming increasingly necessary that students need to master skills and knowledge in the areas of science, technology, engineering, and mathematics (STEM) to meet the demands of future occupations including critical thinking and problem solving. Underutilized in research is how teachers feel about the teaching strategies, leadership decisions, or the school culture as it relates to STEM education. This study examines how school leaders can help improve STEM education through improved teaching strategies and considers how the developed school culture impacts the relationship between school leadership and pedagogy.A pilot survey based on eighty texts included 70 items containing questions related to three variables of classroom pedagogy, school leadership, and school culture. A final instrument of 55 questions was delivered to a stratified random sample of 61 public high schools across Alabama including 250 teachers across all subjects with a response rate of 42%. Regression analysis with mediated moderation of teacher perceptions in SPSS was conducted on the data using the PROCESS macro model. This included 61 paths using a combination of the major variable constructs and subconstructs with over 1,200 models analyzed.Even with a limited data set, this research suggests the notion that school leaders do not directly impact STEM student outcomes. Both the mediated and moderated pathway show that as teacher belief in school leadership (b = .55, p = .00) or school culture (b = .35, p = .00) improves classroom pedagogy improves as related to STEM. However, neither the mediated pathway normoderated pathway ultimately resulted in a significant impact on STEM learning. A comparison of demographic groupings does indicate that teachers believe STEM education can be improved by increasing individual consideration and efficacy in the classroom through sense making, ownership, and flexibility by developing individual experiences. School leaders should consider characteristics of transformational leadership by offering individual teacher consideration with a school culture that offers feedback, data analysis and reflection. Ultimately, this study does provide an initial survey model that can be utilized to help evaluate the relationships between school leadership and STEM education and continued development of the model would provide an instrument for STEM research that does not exist.
590 $a School code: 0004.
650 4 $a Educational leadership. $3 529436
650 4 $a Curriculum development. $3 684418
650 4 $a Secondary education. $3 2122779
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational sociology. $3 519608
650 4 $a Science education. $3 521340
653 $a Mediated moderation
653 $a Pedagogy
653 $a School culture
653 $a School leadership
653 $a STEM
690 $a 0449
690 $a 0727
690 $a 0533
690 $a 0456
690 $a 0714
690 $a 0340
710 2 $a The University of Alabama. $b Educational Leadership, Policy, and Technology Studies. $3 2095232
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0004
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27744869