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Ethnographic Approach to Understandi...

Crowson, Cameron C.

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Ethnographic Approach to Understanding How STEM Teachers Use Instructional Strategies, Technologies, and Assessment Techniques to Promote Higher Order Thinking Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Ethnographic Approach to Understanding How STEM Teachers Use Instructional Strategies, Technologies, and Assessment Techniques to Promote Higher Order Thinking Skills./
Author:	Crowson, Cameron C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	195 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13425753
ISBN:	9798645486846

Ethnographic Approach to Understanding How STEM Teachers Use Instructional Strategies, Technologies, and Assessment Techniques to Promote Higher Order Thinking Skills.
Crowson, Cameron C.

Ethnographic Approach to Understanding How STEM Teachers Use Instructional Strategies, Technologies, and Assessment Techniques to Promote Higher Order Thinking Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 195 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ph.D.)--Keiser University, 2020.

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

This qualitative semiotic ethnographic research was an exploration of how STEM and ELA teachers describe, plan for and use, and perceive the use of instructional strategies, technologies, and assessment techniques to promote higher order thinking in the middle school classroom environment. The research utilized a quantitative instrument called the Higher Order Thinking (HOT) Faculty Survey (V1) to guide the exploration of teachers' descriptions of instructional strategies, technologies, and assessment techniques used to promote higher order thinking in the middle school classroom. Moreover, a triangulation of data collection methods was utilized through the collection of interviews, questionnaires, lesson plan documents and teacher observations. The findings revealed that middle school STEM and ELA teachers only described a handful of instructional strategies and technologies in their classroom; they did not plan for and use strategies that achieved gradual release of information, but instead focused on teacher-led methods that incorporated only the display of information. However, when it came to assessing students, teachers described their uses of a few methods relating to traditional, authentic, and performance-based assessment; and planned for and used assessment techniques relating to 'soft skills', student conversation, and student visual display of information. Lastly, STEM and ELA teachers described their perception of instructional strategies to drive higher order from student-created responses, methods to achieve gradual release, student ability to relate meaning to information, increasing of student knowledge and concepts relating to lower order thinking skills, and increasing the knowledge of visually displayed information that support foundational concepts.

ISBN: 9798645486846Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Instructional assessment

Ethnographic Approach to Understanding How STEM Teachers Use Instructional Strategies, Technologies, and Assessment Techniques to Promote Higher Order Thinking Skills.
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520 $a This qualitative semiotic ethnographic research was an exploration of how STEM and ELA teachers describe, plan for and use, and perceive the use of instructional strategies, technologies, and assessment techniques to promote higher order thinking in the middle school classroom environment. The research utilized a quantitative instrument called the Higher Order Thinking (HOT) Faculty Survey (V1) to guide the exploration of teachers' descriptions of instructional strategies, technologies, and assessment techniques used to promote higher order thinking in the middle school classroom. Moreover, a triangulation of data collection methods was utilized through the collection of interviews, questionnaires, lesson plan documents and teacher observations. The findings revealed that middle school STEM and ELA teachers only described a handful of instructional strategies and technologies in their classroom; they did not plan for and use strategies that achieved gradual release of information, but instead focused on teacher-led methods that incorporated only the display of information. However, when it came to assessing students, teachers described their uses of a few methods relating to traditional, authentic, and performance-based assessment; and planned for and used assessment techniques relating to 'soft skills', student conversation, and student visual display of information. Lastly, STEM and ELA teachers described their perception of instructional strategies to drive higher order from student-created responses, methods to achieve gradual release, student ability to relate meaning to information, increasing of student knowledge and concepts relating to lower order thinking skills, and increasing the knowledge of visually displayed information that support foundational concepts.
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