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

切換: 標籤 | MARC模式 | ISBD

High School Science Teachers' Interp...

Lesinski-Roscoe, Rachel A.

FindBook

Google Book

Amazon

博客來

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science./
作者:	Lesinski-Roscoe, Rachel A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	355 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10265335
ISBN:	9781369886115

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science.
Lesinski-Roscoe, Rachel A.

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 355 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2017.

This qualitative study sought to gain an understanding of science teachers' perceptions of reform and their role in implementing reform and science-based literacy practices in the classroom, as well as gain an understanding of science teachers' knowledge of disciplinary literacy as the implied framework of reform (i.e., the Next Generation Science Standards). Four focal participants from a suburban, middle-class high school district comprised of two high schools participated in semi-structured interviews, observations, and a stimulated recall task and interview. Data analysis revealed some of the Discourse memberships in which participants claimed membership and the tensions that resulted from those memberships. From this data, a theory emerged of the role of third space in navigating these tensions, and a model for developing a third space is presented, which literacy professionals can reference when working to develop collaborative relationships with science teachers in order to scaffold science-specific literacy practices for student engagement. The information in this study prompts future research regarding the ability of science teachers and literacy professionals to navigate Discourses in a Field Code Changed third space using a disciplinary literacy approach to developing curriculum in order to apprentice students into the discipline of science and develop a citizenry of scientifically literate individuals.

ISBN: 9781369886115Subjects--Topical Terms:

2122756
Reading instruction.

High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science.
LDR:02449nmm a2200313 4500 001 2165771
005 20181130083525.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369886115
035 $a (MiAaPQ)AAI10265335
035 $a (MiAaPQ)niu:12820
035 $a AAI10265335
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lesinski-Roscoe, Rachel A. $3 3353860
245 1 0 $a High School Science Teachers' Interpretations and Perceptions of Reform and Literacy in the Discipline of Science.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 355 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: Laurie Elish-Piper.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2017.
520 $a This qualitative study sought to gain an understanding of science teachers' perceptions of reform and their role in implementing reform and science-based literacy practices in the classroom, as well as gain an understanding of science teachers' knowledge of disciplinary literacy as the implied framework of reform (i.e., the Next Generation Science Standards). Four focal participants from a suburban, middle-class high school district comprised of two high schools participated in semi-structured interviews, observations, and a stimulated recall task and interview. Data analysis revealed some of the Discourse memberships in which participants claimed membership and the tensions that resulted from those memberships. From this data, a theory emerged of the role of third space in navigating these tensions, and a model for developing a third space is presented, which literacy professionals can reference when working to develop collaborative relationships with science teachers in order to scaffold science-specific literacy practices for student engagement. The information in this study prompts future research regarding the ability of science teachers and literacy professionals to navigate Discourses in a Field Code Changed third space using a disciplinary literacy approach to developing curriculum in order to apprentice students into the discipline of science and develop a citizenry of scientifically literate individuals.
590 $a School code: 0162.
650 4 $a Reading instruction. $3 2122756
650 4 $a Science education. $3 521340
650 4 $a Secondary education. $3 2122779
690 $a 0535
690 $a 0714
690 $a 0533
710 2 $a Northern Illinois University. $b Curriculum and Instruction. $3 3351231
773 0 $t Dissertation Abstracts International $g 78-11A(E).
790 $a 0162
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10265335