東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teachers developing exemplary inquir...

Sweetman, Sara Berry.

Linked to FindBook

Google Book

Amazon

博客來

Teachers developing exemplary inquiry practices: Three longitudinal case studies.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teachers developing exemplary inquiry practices: Three longitudinal case studies./
Author:	Sweetman, Sara Berry.
Description:	197 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
Subject:	Education, Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556769
ISBN:	9781267991034

Teachers developing exemplary inquiry practices: Three longitudinal case studies.
Sweetman, Sara Berry.

Teachers developing exemplary inquiry practices: Three longitudinal case studies. - 197 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ph.D.)--University of Rhode Island, 2013.

If students are to be successful in the ever-changing scientific world they need to be taught how to think critically, to manipulate materials, and to gather evidence to build knowledge. Most teachers fall short in providing students the inquiry instruction described in the Next Generation Science Frameworks (National Research Council, 2011). This study examined three elementary science teachers' processes as they developed inquiry practices over time. The Electronic Quality of Inquiry Protocol (EQUIP) was used to gather quantitative and qualitative evidence of the teachers' inquiry practices in terms of four factors, Curriculum, Instruction, Discourse, and Assessment. A chronological analysis was used to examine the teachers' professional development and curriculum experiences in relation to their teaching practices. The results showed that all three teachers did change their practice, although the changes varied among cases. For each case, multiple factors influenced the teacher's development. There was a strong positive correlation between the quality of the teachers' inquiry practices and the time spent in curriculum-contextualized professional development. This research indicates that when teachers are supported with curriculum and professional development over extended periods, they develop exemplary inquiry practices. Three recommendations are provided for those interested in implementing science education reform.

ISBN: 9781267991034Subjects--Topical Terms:

1669025
Education, Pedagogy.

Teachers developing exemplary inquiry practices: Three longitudinal case studies.
LDR:02346nam a2200289 4500 001 1960942
005 20140701144850.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781267991034
035 $a (MiAaPQ)AAI3556769
035 $a AAI3556769
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sweetman, Sara Berry. $3 2096721
245 1 0 $a Teachers developing exemplary inquiry practices: Three longitudinal case studies.
300 $a 197 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Betty J. Young.
502 $a Thesis (Ph.D.)--University of Rhode Island, 2013.
520 $a If students are to be successful in the ever-changing scientific world they need to be taught how to think critically, to manipulate materials, and to gather evidence to build knowledge. Most teachers fall short in providing students the inquiry instruction described in the Next Generation Science Frameworks (National Research Council, 2011). This study examined three elementary science teachers' processes as they developed inquiry practices over time. The Electronic Quality of Inquiry Protocol (EQUIP) was used to gather quantitative and qualitative evidence of the teachers' inquiry practices in terms of four factors, Curriculum, Instruction, Discourse, and Assessment. A chronological analysis was used to examine the teachers' professional development and curriculum experiences in relation to their teaching practices. The results showed that all three teachers did change their practice, although the changes varied among cases. For each case, multiple factors influenced the teacher's development. There was a strong positive correlation between the quality of the teachers' inquiry practices and the time spent in curriculum-contextualized professional development. This research indicates that when teachers are supported with curriculum and professional development over extended periods, they develop exemplary inquiry practices. Three recommendations are provided for those interested in implementing science education reform.
590 $a School code: 0186.
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Sciences. $3 1017897
690 $a 0456
690 $a 0530
690 $a 0714
710 2 $a University of Rhode Island. $b Education. $3 2096722
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 $a 0186
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556769