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

Instructor Talk and Its Effects on t...

Johnson, Robin Harrison.

FindBook

Google Book

Amazon

博客來

Instructor Talk and Its Effects on the Science Identity of Female High School Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Instructor Talk and Its Effects on the Science Identity of Female High School Students./
作者:	Johnson, Robin Harrison.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	212 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167881
ISBN:	9798438718864

Instructor Talk and Its Effects on the Science Identity of Female High School Students.
Johnson, Robin Harrison.

Instructor Talk and Its Effects on the Science Identity of Female High School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 212 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--University of Arkansas at Little Rock, 2022.

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

Through this non-experimental descriptive correlational study, 31 high school classrooms were observed, and instances of non-content teacher talk were identified and correlated with female student science identity survey responses to determine the presence or absence of a relationship between the two constructs. A correlational research design was used employing both naturalistic observation and survey methods. Non-content teacher talk data were collected via teacher voice recordings during class sessions and science identity data were collected via a student science identity survey. Descriptive analyses were used to illuminate the character of non-content teacher talk and female science identity when compared to various factors such as teacher demographics, class setting and learning environment. The dominant categories of non-content teacher talk were correlated with student science identity frequencies and were found to be statistically significant; findings were limited based on lack of significance in the post hoc test. The results of this correlational study contribute to the body of research of viable interventions used to address the gender gap in STEM. This study will inform science educators, administrators, and stakeholders of the value of positive non-content teacher talk as a viable intervention to improve the development of female student science identity and thus assist in closure of the remaining gender gap present in STEM. This study serves as a pilot project for further research.

ISBN: 9798438718864Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Gender gap

Instructor Talk and Its Effects on the Science Identity of Female High School Students.
LDR:02822nmm a2200421 4500 001 2323122
005 20231010062909.5
006 m o d
007 cr#unu||||||||
008 231204s2022 ||||||||||||||||| ||eng d
020 $a 9798438718864
035 $a (MiAaPQ)AAI29167881
035 $a AAI29167881
040 $a MiAaPQ $c MiAaPQ
100 1 $a Johnson, Robin Harrison. $3 3642103
245 1 0 $a Instructor Talk and Its Effects on the Science Identity of Female High School Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 212 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Layton, Kent;Hughes, Gail.
502 $a Thesis (Ph.D.)--University of Arkansas at Little Rock, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Through this non-experimental descriptive correlational study, 31 high school classrooms were observed, and instances of non-content teacher talk were identified and correlated with female student science identity survey responses to determine the presence or absence of a relationship between the two constructs. A correlational research design was used employing both naturalistic observation and survey methods. Non-content teacher talk data were collected via teacher voice recordings during class sessions and science identity data were collected via a student science identity survey. Descriptive analyses were used to illuminate the character of non-content teacher talk and female science identity when compared to various factors such as teacher demographics, class setting and learning environment. The dominant categories of non-content teacher talk were correlated with student science identity frequencies and were found to be statistically significant; findings were limited based on lack of significance in the post hoc test. The results of this correlational study contribute to the body of research of viable interventions used to address the gender gap in STEM. This study will inform science educators, administrators, and stakeholders of the value of positive non-content teacher talk as a viable intervention to improve the development of female student science identity and thus assist in closure of the remaining gender gap present in STEM. This study serves as a pilot project for further research.
590 $a School code: 1204.
650 4 $a Reading instruction. $3 2122756
650 4 $a Science education. $3 521340
650 4 $a Educational psychology. $3 517650
650 4 $a Womens studies. $3 2122688
653 $a Gender gap
653 $a Instructor talk
653 $a Science identity
653 $a Social identity theory
653 $a STEM
653 $a Student belonging
690 $a 0535
690 $a 0714
690 $a 0453
690 $a 0525
710 2 $a University of Arkansas at Little Rock. $b Education. $3 1024748
773 0 $t Dissertations Abstracts International $g 83-11A.
790 $a 1204
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167881