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Novice high school science teachers:...

Scharon, Aracelis Janelle.

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Novice high school science teachers: Lesson plan adaptations.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Novice high school science teachers: Lesson plan adaptations./
Author:	Scharon, Aracelis Janelle.
Description:	259 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3575094
ISBN:	9781303526237

Novice high school science teachers: Lesson plan adaptations.
Scharon, Aracelis Janelle.

Novice high school science teachers: Lesson plan adaptations. - 259 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Illinois Institute of Technology, 2013.

The Next Generation Science Standards (NRC, 2013) positions teachers as responsible for necessary decision making about how their intended science lesson plan content supports continuous student science learning. Teachers interact with their instructional lesson plans in dynamic and constructive ways. Adapting lesson plans is complex. This process of adapting lesson plans may play an important role in affording and constraining teachers' actions and students' learning (Brown, 2009).

ISBN: 9781303526237Subjects--Topical Terms:

1017897
Education, Sciences.

Novice high school science teachers: Lesson plan adaptations.
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100 1 $a Scharon, Aracelis Janelle. $3 2098544
245 1 0 $a Novice high school science teachers: Lesson plan adaptations.
300 $a 259 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
502 $a Thesis (Ph.D.)--Illinois Institute of Technology, 2013.
520 $a The Next Generation Science Standards (NRC, 2013) positions teachers as responsible for necessary decision making about how their intended science lesson plan content supports continuous student science learning. Teachers interact with their instructional lesson plans in dynamic and constructive ways. Adapting lesson plans is complex. This process of adapting lesson plans may play an important role in affording and constraining teachers' actions and students' learning (Brown, 2009).
520 $a This study explored how five novice chemistry teachers (under 4 years of total teaching experience) at five Midwestern high schools adapted or retained their honors chemistry instructional lesson plans, and what associated contextual factors influenced their decisions. Using a case study design, this study was conducted during the fall semester of 2013 when teachers were focusing on introductory chemistry topics. Three frameworks (pedagogical content knowledge (PCK), teacher decision making, and pedagogical discontentment and self-efficacy) were used to investigate the relationships between teacher adaptations, contextual factors and decision making.
520 $a The outcome of this study was the identification of 15 types of adaptations and 17 relevant contextual factors. Contextual factors were categorized by factors that relate to students or the teacher. Adaptations were categorized into three overarching types of adaptations: adapting the activity presented during the lesson, adapting the levels of support to assist students with the lesson plan content, and adapting the lesson plan to create another iteration of the same lesson plan that supports the next class. Lesson plan adaptations and contextual factors are discussed in the context of research on teacher decision making and lesson plan adaptations.
590 $a School code: 0091.
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650 4 $a Education, Secondary. $3 539262
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710 2 $a Illinois Institute of Technology. $b Science Education. $3 2098545
773 0 $t Dissertation Abstracts International $g 75-02A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3575094