語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
到查詢結果
[ subject:"Education, Sciences." ]
切換:
標籤
|
MARC模式
|
ISBD
An exploration of the relationship b...
~
Connell, Shelley Sha'ron.
FindBook
Google Book
Amazon
博客來
An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher./
作者:
Connell, Shelley Sha'ron.
面頁冊數:
195 p.
附註:
Adviser: Obed Norman.
Contained By:
Dissertation Abstracts International68-04A.
標題:
Education, Sciences. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3258438
An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher.
Connell, Shelley Sha'ron.
An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher.
- 195 p.
Adviser: Obed Norman.
Thesis (Ed.D.)--Morgan State University, 2007.
This study was an investigation of the relationship between teacher beliefs and teaching practices. The relationship was explored to address reported inconsistencies among teacher beliefs, teaching practices and reform goals reported over the past 30 years. A self-study methodology was employed to collect data in a fourth-grade (n = 12) and a fifth-grade (n = 7) class at a private elementary school. Data were collected using a reflective journal and the Traditional Versus Inquiry-Based Classroom Behaviors instrument. Self-data were triangulated with critical judgment data from focus groups and interviews with students, parents, and a peer teacher observer.Subjects--Topical Terms:
1017897
Education, Sciences.
An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher.
LDR
:03476nam 2200289 a 45
001
942292
005
20110519
008
110519s2007 ||||||||||||||||| ||eng d
035
$a
(UMI)AAI3258438
035
$a
AAI3258438
040
$a
UMI
$c
UMI
100
1
$a
Connell, Shelley Sha'ron.
$3
1266389
245
1 3
$a
An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher.
300
$a
195 p.
500
$a
Adviser: Obed Norman.
500
$a
Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1391.
502
$a
Thesis (Ed.D.)--Morgan State University, 2007.
520
$a
This study was an investigation of the relationship between teacher beliefs and teaching practices. The relationship was explored to address reported inconsistencies among teacher beliefs, teaching practices and reform goals reported over the past 30 years. A self-study methodology was employed to collect data in a fourth-grade (n = 12) and a fifth-grade (n = 7) class at a private elementary school. Data were collected using a reflective journal and the Traditional Versus Inquiry-Based Classroom Behaviors instrument. Self-data were triangulated with critical judgment data from focus groups and interviews with students, parents, and a peer teacher observer.
520
$a
Data were collected and analyzed in four segments: (a) teacher beliefs, (b) teaching practices, (c) congruency between teacher beliefs and teaching practices, and (d) factors that influence congruency. Teacher beliefs were listed at the start of the school year and analyzed in narrative format. Teaching practices were recorded in the journal and analyzed through coding.
520
$a
The relationship between beliefs and practices was explored on two levels, following Haney & McArthur's (2002) modified theory of planned behavior. First, congruency between beliefs and practices was determined, yielding beliefs that were either central (congruent with practices) or peripheral (incongruent with practices) to the author's belief system. Second, congruency between central beliefs and two categories of teaching principles was determined, yielding three subdivisions: constructivist core (congruent with constructivist principles), emerging core (congruent with general principles) and conflict core (incongruent with constructivist principles) beliefs. Data analysis showed 16 central beliefs (those congruent with practice) in operation. The study finding was that teacher beliefs and practices were largely congruent for this one teacher.
520
$a
This contrasted most published reports. Coupling application of the TPB and modified TPB, congruence appeared to be largely influenced by teacher reflection on classroom experiences and student outcomes, as well as three belief factors about teaching by constructivist principles: (a) beliefs about positive or negative outcomes (b) beliefs about social pressure and (c) beliefs about external factors that impact one's ability. Implications for future professional development include categorizing beliefs, pairing with mentors identified as having constructivist core beliefs and the use of reflective practice during field experiences.
590
$a
School code: 0755.
650
4
$a
Education, Sciences.
$3
1017897
690
$a
0714
710
2
$a
Morgan State University.
$3
1021935
773
0
$t
Dissertation Abstracts International
$g
68-04A.
790
$a
0755
790
1 0
$a
Norman, Obed,
$e
advisor
791
$a
Ed.D.
792
$a
2007
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3258438
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9111664
電子資源
11.線上閱覽_V
電子書
EB W9111664
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入