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Title: THE EFFECT OF INTENTIONAL, PERSISTENT SMALL-GROUP LEARNING ON COLLEGE STUDENT ACHIEVEMENT AND RETENTION IN THE PRE-CALCULUS CLASSROOM
Creator: Peterson, Christy Lee
Date: 2019
Description: Various research studies have established that nearly half of all students who decide to pursuit a math, science, or engineering field change...
Show moreVarious research studies have established that nearly half of all students who decide to pursuit a math, science, or engineering field change their mind and seek a different major. The National Center for Education Statistics shows a decrease in the number of degrees in engineering and related fields from 36,900 degrees in the 2003 – 2004 academic year to 31,800 degrees in 2013 – 2014, a 13.8% decline. Not surprising, a report by the President’s Council of Advisors on Science and Technology in 2012 predicted that the United States workforce would see a deficit of one million college graduates in science, technology, engineering and math over the next decade. This study was designed to help answer the question, Is there a difference in achievement or retention for students participating in intentional, persistent small-group learning compared with randomly assigned small-groups in a college level pre-calculus course? This study compared the pre-calculus achievement scores, course pass rates and retention rates between two types of small-group membership, persistent and random. The study also compared students’ study habits throughout the semester and students’ experiences working in a small-group learning environment. Initial examination of the data showed that students participating in intentional, persistent small-groups had better course pass rates and consistently scored higher on unit exams and the final exam than students who participated in randomly assigned small-groups. The course pass rates for both types of small-group membership were similar to the pass rates for students in all other sections of pre-calculus offered at the college. The retention rate for the two courses was similar. However, when compared to the retention rate for all sections of pre-calculus offered at the college, retention was statistically higher in the two sections utilizing small-groups in this study. Given that retention is one of the challenges for pre-calculus, utilizing small-group learning might be a way to improve student retention in college pre-calculus. There were no significant findings for differences in students’ study skills or students’ experiences working in small-group learning environments. However, it was interesting to see that students in randomly assigned small-groups had stronger agreement on items related to working with multiple peers while students in the intentional, persistent small-groups had stronger agreement on items related to developing relationships. The results indicate there might be value to student achievement in utilizing persistent group membership over randomly assigned group membership or even whole-class lecture. Furthermore, the results of this study indicate that utilizing small-group learning in pre-calculus benefits the student retention rate.
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Title: Identity and Self-Efficacy Among Mathematically Successful African American Single Mothers in Urban Community College Contexts
Creator: Devi, Shavila
Date: 2019
Description: This dissertation is a phenomenological, multi-case study of 13 mathematically successful African American single mothers from two urban...
Show moreThis dissertation is a phenomenological, multi-case study of 13 mathematically successful African American single mothers from two urban community colleges in Chicago. While a number of recent studies have focused on Black girls and women in K-12 and university contexts, the community college context remains understudied despite the presence of large numbers of Black women. Moreover, there has been a tendency in mainstream research contexts to normalize failure, and focus on problematic aspects of being a Black single mother or being a Black mathematics learner. Bringing together considerations of identity (racial, mathematics, single mother) and mathematics self-efficacy, this study will be the first to focus on mathematically successful African American single mothers in the community college context. The following research questions guided the research for this dissertation:1. How do African American single mothers, who return to study mathematics at the community college and are successful in their courses, narrate their identities and life experiences around race, gender, mathematics learning, and being a mother?2. How do these women score on the Mathematics Self-Efficacy Scale (MSES) and what sources of and influences on their self-efficacy are reported by these women via interviews? 3. What other factors (intrapersonal and beyond) do these women report as being particularly salient in their mathematics success?Multiple forms of data–semi-structured interviews, pre-and-post responses to a widely-used mathematics self-efficacy survey, and mathematics artifacts–were collected to address the research questions. A cross-case analysis of the data revealed four themes that emerged across the 13 participants. Within-case analyses of three participants reveals how the themes play out in-depth for these women. The four themes are (1) strong counter-narratives of being a single mother that resisted dominant and deficit-oriented discourses; (2) education as a key tool and resource to manage and mitigate risks associated with single motherhood; (3) multifaceted stories of resilience to achieve success in mathematics and life; and (4) positive, success-oriented mathematics identities and positive math self-efficacy. This study contributes to an emerging success-oriented literature on Black women and mathematics, and a growing research literature on identity in mathematics education. In surfacing how the participants narrate and negotiate race, gender, and class, this dissertation also contributes to an emerging literature on intersectionality in mathematics education. Results from this study can inform community college administrators and faculty in crafting practice and policy to support African American single mothers in mathematics.
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Title: DOES SYSTEMATIC PROFESSIONAL DEVELOPMENT FOR SCIENCE TEACHERS OF ENGLISH LANGUAGE LEARNERS (ELLS) MEET THEIR PROFESSIONAL NEEDS AND WHAT IS THE RELATIONSHIP BETWEEN PERCEPTIONS OF PROFESSIONAL DEVELOPMENT AND SELF-EFFICACY TO TEACH SCIENCE TO ELLS?
Creator: Degand, Lillian H
Date: 2019
Description: ABSTRACTProfessional learning is essential for science teacher preparation to teach science and part of a national movement to prepare...
Show moreABSTRACTProfessional learning is essential for science teacher preparation to teach science and part of a national movement to prepare students, including English Language Learners, (ELLs) for the demands of a 21st century workforce. The purpose of this research was to explore a) what science teachers feel they need in professional development to meet the needs of teaching science to ELL students; b) if science teachers demonstrate best practices learned in PD when teaching ELLs; and c) if there is a relationship between perceptions of professional development and self-efficacy in teaching science to ELLs.. Little is known about what science teachers need in their professional learning to effectively teach science to ELLs. Four data collection phases were used to ascertain teacher needs, preparedness, self-efficacy, and their ability to teach science to ELLs. The data were collected through two surveys, interviews, classroom observations, and case studies. The data were analyzed using a correlation analysis of the two surveys or coding interviews and observations into themes in relation to each research question. Findings in this study revealed no correlation between perceptions of PD and self-efficacy when teaching science to ELLs. Professional learning needs for science teachers with 50%> ELLs included sustained PD in science and ESOL, language development strategies, technology and material resources, and support for teaching from additional personnel and administrators. Most teachers were utilizing best practices when teaching science to ELLs but to varying degrees and had high scores in self-efficacy though they believed they were not prepared to meet the needs of ELL’s. Consequently, discovering science teachers’ needs by engaging them, as stakeholders in a process to include their needs, will create a structure that can design PD which can promote science among ELLs and today’s cultural and diverse classrooms.Keywords: professional development, self-efficacy, ELLs.
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Title: A Longitudinal Study of the Progression of Preservice and In-service Science Teachers' Abilities to Teach Inquiry-based Science
Creator: Bartley, Jeanette
Date: 2019
Description: All teachers are expected to teach inquiry-based science by the National Science Education Standards, the National Association of Science...
Show moreAll teachers are expected to teach inquiry-based science by the National Science Education Standards, the National Association of Science Teachers, and the Next Generation Science Standards (NRC, 1996; NSTA, 2012; NGSS Lead States, 2013). If this is the mandate for teachers of science, what does this look like over time for teachers? The current study was a longitudinal study focused on tracking the development of four science teachers’ inquiry-based instructional practices over time. The key research question was How do beginning science teachers from a preservice teacher education program that focuses specifically on inquiry-based science instruction conceptualize teaching science as inquiry as they move through preservice education, induction, and in-service?Four science teachers (one middle school and three high school) from the same preservice teacher education program were followed during their student teaching practicum and first four years as beginning science teachers. Findings from this study suggest that beginning science teachers’ abilities to teach inquiry-based science over time are situational. It is heavily rooted in their values, beliefs, and the contexts in which they teach. The findings also suggest that regardless of a science teacher’s attitudes, values and beliefs about science teaching, the context in which they teach is important and can positively or negatively impact their abilities and willingness to teach inquiry-based science.
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Title: SIMILARITIES AND DIFFERENCES BETWEEN ACTUAL SCIENCE INSTRUCTION ENACTED IN THE HIGH SCHOOL CLASSROOM AND COLLEGE SCIENCE TEACHERS’ PERCEPTIONS OF STUDENTS’ KNOWLEDGE AND ABILITIES NECESSARY FOR ACADEMIC SUCCESS
Creator: Kedvesh, James
Date: 2019
Description: The enacted curriculum and classroom artifacts of a full unit of instruction from three subject areas (biology, chemistry, and physics) at two...
Show moreThe enacted curriculum and classroom artifacts of a full unit of instruction from three subject areas (biology, chemistry, and physics) at two levels of instruction (regular and advanced) were analyzed for the presence and degree of mathematics and critical thinking. These characteristics were selected from a review of the literature on college science faculty’s views of best student preparation. Classes were grouped and compared by subject area and by level of science class. Varying degrees of critical thinking and mathematics were found to be present in the six observed classes, but both characteristics were found in all of the observed units of instruction. Comparisons of the statistical and practical differences found the greatest differences when comparing mathematics by subject area. These differences were not due to within subject area differences. Comparisons found the greatest similarities when comparing critical thinking by level of instruction. It was found that classroom pedagogy was a more important factor than subject area or level of instruction in determining the degree of alignment of classroom instruction with respect to the presence and inclusion of mathematics and critical thinking. Overall, there was a common lack of explicit instruction in both mathematics and critical thinking among all observed units of instruction. These findings support the need for more explicit mathematics and critical thinking instruction within science classes. Also, it is recommended that pre-service and practicing science teachers are prepared with the knowledge and methods of best mathematics instruction to better incorporate these strategies within and alongside their science instruction.
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Title: Alignment of Science-Themed Trade Books to the Next Generation Science Standards
Creator: Shepard, Kelly Marie
Date: 2021
Description: Elementary teachers often integrate science-themed trade books into their science and reading lessons. This study examines the alignment of...
Show moreElementary teachers often integrate science-themed trade books into their science and reading lessons. This study examines the alignment of science-themed trade books written for readers in Kindergarten through fifth-grade to the Next Generation Science Standards Disciplinary Core Ideas (NGSS DCI). The goal of this research is to analyze the scientific concepts presented in the text of the trade books recommended by professional organizations dedicated to science and science education. Research finds that integrated science and reading are valuable for elementary students’ understandings of science. This study addresses two problems: 1) elementary teachers have limited scientific knowledge and 2) there is a dearth of research that examines the expression of NGSS DCI in science-themed trade books for K-5th grades. The sample is selected from booklists compiled by professional organizations devoted to science and science education. A deductive content analysis methodology is used to identify the presence of NGSS DCI in trade books. Descriptive statistics and qualitative data analyses are used to reveal the themes in the collected data. A large majority of the sample is aligned to the NGSS DCI for K-5th grade. Most trade books express NGSS DCI at the grade levels for which they are recommended. The study is limited and does not examine the readability of trade books, scientific vocabulary, or images. This study contributes to the research on the intersection between science and reading for elementary grade levels.
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Title: A MULTIPLE CASE STUDY OF COLLEGE MATHEMATICS INSTRUCTORS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND ITS RELATIONSHIP TO THE INTEGRATION OF INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) IN THEIR TEACHING PRACTICES AND STUDENTS’ LEARNING
Creator: Alhejoj, Kawkab
Date: 2020
Description: This multiple-case study aimed to investigate the following essential aspects of instructors’ ICT integration in higher education: self...
Show moreThis multiple-case study aimed to investigate the following essential aspects of instructors’ ICT integration in higher education: self-reported technological pedagogical content knowledge (TPACK), level of ICT integration, and motivations-challenges to integrate specific ICT tools to teach particular mathematics concepts. Four college math instructors were selected purposefully from four community colleges. The TPACK conceptual framework was adopted through the use of the TPACK-M self-assessment survey to understand the perceived TPACK knowledge of the instructors. The model of Niess et al (2009), which describes the teacher’s level of practical ICT integration in the light of their TPACK, assisted in exploring the way college math instructors used ICT. Data collection involved surveys, semi-structured interviews, and direct classroom observations. Quantitative data was analyzed using descriptive statistics, while Atlas.ti software was applied for qualitative data. The findings showed that the total TPACK-M was rated high, with TPK the lowest among all the constructs. In terms of the ICT integration model, one instructor fitted into the recognizing level, another into the adapting level, and two others into the accepting level. There was a misalignment between the self-reported TPACK knowledge and the in-class level of ICT integration. Instructors need more support in developing practical TPACK abilities via effective PD and activating the “teacher model” to help college math instructors integrate ICT in creative and successful practice. Also, more research in higher education is recommended using a larger sample in the area of designing a TPACK instrument for college math instructors to help capture their perceptions and recognize any gap between what they know and what they do in higher education contexts.
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Title: IMPLEMENTING ASYNCHRONOUS DISCUSSION AS AN INSTRUCTIONAL STRATEGY IN THE DEVELOPMENTAL MATHEMATICS COURSES TO SUPPORT STUDENT LEARNING
Creator: Zenati, Lynda
Date: 2020
Description: Remedial known as developmental coursework are designed to get under-prepared students ready for college. Ninety one percent of colleges offer...
Show moreRemedial known as developmental coursework are designed to get under-prepared students ready for college. Ninety one percent of colleges offer remedial courses in mathematics and English (Seo, 2014). Evidence suggests that traditional teaching methods do not enable all students to engage with the types of academic literacy constitutive to higher education (Lea and Street, 2006). The popularity of online discussion has been made possible through their availability in most LMS which are widely used in higher education (Dahlstrom, Brooks, & Bichsel, 2014). This study aimed at examining the use of asynchronous discussion (AD) as an instructional strategy to help alleviate some of the difficulties developmental math students make in different topics. Participants were 15 students enrolled in Summer, 2019 semester at a Community College. Results showed that students’ performance increased from pretest to posttest for students’ who participated in AD. Comparison was made with two other sections of the same course at the same college taught by two different instructors. Controlling for prior academic ability, results showed a statistically significant difference between students’ performance in the posttest in the section that utilized the AD but not the other two sections. Content analysis of students' posts showed the use of AD at least temporarily corrected students’ misconceptions when they were active and Consistent. Results were mixed for the lurker and the passive students. Moreover, correlation analysis showed no relationship for the frequency of interaction; however, a significant relationship was found for the quality of participation and students’ performance as measured by the final exam. Furthermore; no relationship between the CoI presences and students’ performance. Students’ reflections indicated that students valued the online experience. Benefits were related to students’ engagement and collaborative learning. Obstacles included students’ behavior, timing and the structure of the AD. This may imply that using structured AD may help in building a community of learners. Also, instructor presence and facilitation were necessary to promote deep learning. Future research can build on this finding by replicating the study using a bigger sample size and a longer period to allow students to reflect and discuss any conflict with their peers.
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Title: HOW DO SECONDARY STUDENTS MAKE DECISIONS ON SOCIOSCIENTIFIC ISSUES: WHAT DO THEY CONSIDER IMPORTANT?
Creator: LePretre, Dawnne M
Date: 2019
Description: Linking science and action is the epitome of scientific literacy (Hurd, 1972; Kuhn, 1972; Watson, 1969). Before becoming acting citizens,...
Show moreLinking science and action is the epitome of scientific literacy (Hurd, 1972; Kuhn, 1972; Watson, 1969). Before becoming acting citizens, students need to balance subject matter knowledge, personal values, and societal norms in decision-making (DM) on Socioscientific Issues (SSI) (Aikenhead, 1985; Grace & Ratcliffe, 2002; Kolstø, 2001; Zeidler, 1984). Existing literature suggests a variety of models and strategies to guide how students should think about SSI topics versus beginning with what students are thinking concerning SSI! This study aimed to identify the DM factors students considered across a variety of SSI and to determine if DM factors were common across topics or specific to a SSI. Students in grades 10-12 participated from seven schools and ten regular science classrooms, primarily located in a large Midwest city (n=498). The sample was 50% female, 50% male, and roughly 33% of students from each grade level.Across 60 enacted lessons on six different SSI topics, multiple sources of data were collected, including student artifacts, audiotapes of class discussions/interviews, field notes, and teacher surveys. Students engaged in a minimum of three different SSI topical lessons, implemented over a period between one to nine weeks for an average instructional time of 115 minutes per topic. Decision-making differed across students in various groupings, indicating that secondary students used both general and specific factors when making decisions on SSI. Further, trends emerged, indicating various student groups' valued DM factors differently. On several topics, students of different gender, grade levels, ethnicities, and school type considered different DM factors to different levels of support. For example, on the topic of plastics and pollution, 10th grade, female, and Hispanic students tended to identify concern for animals and sea life as their most prominent DM factor. Another trend included larger class sizes tending to cite more DM factors on a topic than students in smaller sized classrooms engaged on the same topic. Overall, 15 common or shared DM factors emerged that students considered when making decisions across multiple SSI contexts. In addition, each specific SSI context had between one and 15 specific or exclusive DM factors cited directly by students in this study.
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Title: A SYSTEMATIC APPROACH TO UNDERSTANDING ALIGNMENT BETWEEN THE EXISTING AND SELF-ADOPTED ENVIRONMENTAL EDUCATION STANDARDS: UNITED STATES SIXTH TO TWELFTH GRADE ENVIRONMENTAL SCIENCE STANDARDS
Creator: Connell, Margaretann Grace
Date: 2019
Description: The purpose of this thesis was to conduct a systematic approach to determine the alignment between the existing and self-adopted science 6th...
Show moreThe purpose of this thesis was to conduct a systematic approach to determine the alignment between the existing and self-adopted science 6th-12th grade EE science standards for 10 U.S. National States (6th-8th [AZ; ID; MA; WY]) and (9th-12th [NE; NYS; OH; PA; SC; TX]). The criteria for States’ selection were based on States with SASS (non-NGSS adoption) and 2) demographics - random selection from the 10 U.S. EPA Regions. The Existing Environmental Education Standards (EEES) (GCDEE, Hungerford et al., 1980; NAAEE Guidelines, Simmons, 2010a; Tbilisi, UNESCO, 1978) were aligned with the 10 States. The investigation was conducted by a DCA (Mayring, 2002). Data were analyzed using MAXQDA 2018.1(VERBI, 2017), judged by a Content Match (La Marca et al., 2000), and measured by the adapted criteria for Categorical Concurrence and Range of Knowledge Correspondence (Webb, 1999). Instruments to score the output were: 1). CEEI – Tbilisi/GCDEE (K-12), and EEI – NAAEE Guidelines (6-8; 9-12). Results for the Content Match of the EEES revealed that 50% of the States were Partly Aligned and other 50% were Not Aligned with the NAAEE Guidelines Code Coverage. Additionally, the Content Match with Tbilisi/GCDEE revealed that 20% of the States (OH, PA) were Fully Aligned and the other 80% Partly Aligned . The States’ science standards ability to reach appropriate levels of alignment was due to the scientific specificity of those States with implicit EE standards. Moreover, it was difficult to come to a common ground to expect complete alignment based on the socioecological approaches and interdisciplinary nature (Kyburz-Graber, 2013; Simmons, 2010a) of the EEES. Therefore, it is now left up to the policymakers at the State levels to work with stakeholders and come to a consensus in support of EE standards that are relevant, fair, and balanced with multidisciplinary, socioecological approaches to promote of an environmentally literate citizenry.
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Title: High School Mathematics Teachers’ Conceptions of Nature of Mathematics (NOM) and How Prior Learning Environments Affect These Conceptions
Creator: Elefteriou, Katherine
Date: 2023
Description: Literature shows that the Nature of Mathematics Knowledge (NOMK) dates back to the era of Plato and Aristotle (Dossey, 1992). It suggests that...
Show moreLiterature shows that the Nature of Mathematics Knowledge (NOMK) dates back to the era of Plato and Aristotle (Dossey, 1992). It suggests that mathematics teachers’ beliefs, views, conceptions, and preferences about NOM influence the way in which they teach mathematics. It is important to understand how these conceptions are formed, which may evolve consciously or unconsciously from their experiences. Teachers’ experiences as students of mathematics, their family, school environment, cultural, and social experiences influence their behavior including their decisions, actions, class organization, learning activities, and students’ achievement (Beswick, 2012; Ernest, 2008; Thompson1984). Yet, there is no NCTM standard on NOM (Gfeller, 1999).The purpose of the present study was to assess high school mathematics teachers’ NOMK conceptions, and to explore how these conceptions have been influenced by their personal and educational experiences as students in learning mathematics. Another objective of this study was to explore whether the teachers’ years of mathematics teaching experience, and their level of education have any influence on their NOMK beliefs. The sample consisted of 52 high school mathematics teachers, who were certified to teach secondary mathematics, and who had at least three years of mathematics teaching experience. Two instruments were used to collect the data, 1) the VNOM D instrument to assess the teachers’ beliefs regarding the NOMK aspects, and 2) the demographics instrument to collect information on the teachers’ demographics, and on their experiences as students of mathematics. Interviews were also used to enhance the findings. Results showed that participants had strong beliefs regarding their NOMK, and that their years of experience, and level of education influenced their NOMK beliefs.
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Title: Assessing the Impact of Understanding Nature of Scientific Knowledge and Understanding Nature of Scientific Inquiry on Learning about Evolution in High School Students
Creator: Jimenez Pavez, Juan Paulo
Date: 2022
Description: Nature of Scientific Knowledge (NOSK) and Nature of Scientific Inquiry (NOSI) are important components of scientific literacy and important...
Show moreNature of Scientific Knowledge (NOSK) and Nature of Scientific Inquiry (NOSI) are important components of scientific literacy and important educational objectives in science education. Recent literature theorizes that understanding both NOSK and NOSI increases students' understanding of science content knowledge. However, this assumption has yet to be tested empirically. Much research has been done on developing informed views of NOSK and NOSI for students in kindergarten through twelfth grade, but research on the effect of understanding NOSK and NOSI on facilitating science learning in high school appears limited.The main purpose of this study was to empirically test the assumption that understanding NOSK and NOSI improves science student content learning, in particular learning about evolution. This study also aimed to determine which NOSK and NOSI aspects are most useful in such an endeavor. Using a quasi-experimental, nonequivalent control group design, a sample of 453 9th grade high school students from 12 classes in a large Chilean city were randomly assigned to intervention and control groups via classroom clusters (Intervention groups = 6, Control groups = 6). Students in the intervention groups were given a special online explicit and reflective five-week NOSK/NOSI Unit, followed by an online five-week Evolution Content Unit, as a treatment. Those in the control groups received only the online five-week Evolution Content Unit. To measure understanding of NOSK, understanding of NOSI, and understanding about evolution, students answered three valid and reliable instruments: The Views of Nature of Science (VNOS D+), the Views about Scientific Inquiry (VASI), and a multiple-choice Evolution Content Test. The students' answers to the VNOS D+ and VASI questionnaires were scored as naive, mixed, or informed according to the level of understanding for each aspect, and the answers to the evolution content test were scored as correct or incorrect. The results of this study showed that the NOSK/NOSI Unit was effective in improving understanding of NOSK and NOSI aspects in the intervention groups. The results also showed that the Evolution Content Unit was effective in improving understanding about evolution in both groups. However, students in the intervention groups outperformed their peers in the control groups by scoring higher on the Evolution Content Test. Further analysis revealed that students with informed views of NOSK and NOSI achieved better scores on the Evolution Content Test than students with naive views, supporting the argument that understanding NOSK and NOSI facilitates learning about evolution. In addition, all aspects except for the difference between Theories and Laws (NOSK) had a significant positive impact on learning about evolution. Taken together, the findings of this dissertation support the assumption that understanding NOSK and NOSI improves learning about evolution. Furthermore, most NOSK and NOSI aspects seem to foster understanding about evolution. These are new insights, especially about the importance of understanding NOSI for learning about evolution. Some limitations for this study include the remote context in which the study took place and the potential bias in the qualitative analysis of the VNOS D+ and VASI questionnaires.
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Title: DO GENERAL EDUCATION HIGH SCHOOL STUDENTS IN A BASIC PHYSICAL SCIENCE COURSE IMPROVE UPON ATTITUDES TOWARD SCIENCE LEARNING AND CONTENT MASTERY FOLLOWING VIRTUAL/REMOTE FLIPPED INSTRUCTION OR VIRTUAL/REMOTE NON – FLIPPED INQUIRY – BASED INSTRUCTION?
Creator: Martino, Robert S.
Date: 2022
Description: As we progress further into the 21st Century, high school science is being challenged on how to best deliver instruction to students. Teacher ...
Show moreAs we progress further into the 21st Century, high school science is being challenged on how to best deliver instruction to students. Teacher – centered instruction has long been de – emphasized in favor of inquiry – based instruction, although teacher – centered instruction still exists to a noticeable extent. Inquiry – based instruction, while more student – centered in its common practice, still involves the teacher as a guide during classroom direct instruction. Research has been ongoing to identify new and dynamic forms of science concept delivery that serve the needs of diversified science instruction (Keys & Bryan, 2001; Saldanha, 2007). Virtual instruction has become more commonplace, and it was fully implemented during this study. It has become incumbent upon science education researchers to explore and identify the most effective means of virtual instruction, means that are student – centered, engaging, interesting, and that both improve student science content understanding and attitudes toward science. Flipped instruction is a more recently – incorporated form of student – centered instruction that has students experiencing classroom routines at home and homework routines in class, and that is why this instruction is referred to as being “flipped.” Hunley (2016) examined teacher and student perception of flipped instruction in a science classroom, while Howell (2013) explored it in a ninth – grade physical science honors classroom. At the onset of this study, relatively few studies were available about this newer form of instruction within high school science instruction, no studies were available that involved high school general education physical science courses, and certainly no studies were available that compared virtual/flipped and non – flipped general education physical science instruction at the onset of this study. This study researched the effect of virtually – implemented flipped instruction on high school students’ understanding and attitude toward science. Instruction was completely virtual/remote (online), and at home, for all students in this study. In investigating the effect of this type of instruction, this study examined student academic performance and attitudes (and intentions and beliefs) toward science in two units of a high school Integrated Chemistry and Physics (Physical Science) course. Sixty – six students from Southlake High School, a midwestern U.S. high school, took part in the study. Sixty – four of those students took the unit assessments. Half of the students (test group) were instructed via virtual/remote flipped instruction and the other half (control group) were instructed via virtual/remote non – flipped, inquiry – based instruction during the first unit. During the second unit, the test group students who were instructed via virtual/remote flipped instruction switched with the control group and were instructed via virtual/remote non-flipped inquiry – based instruction, while the control group students who were instructed via virtual/remote non-flipped instruction were instructed via virtual/remote flipped instruction. The students in both groups were surveyed three times, using the Behaviors, Related Attitudes, and Intentions Toward Science (BRAINS) (Summers, 2016) instrument student questionnaire and survey for their attitudes (and beliefs and intentions) toward science (once prior to the first unit, once after the first unit, and once following the second unit). Student test results and survey responses were then analyzed to identify which instructional style was more effective for student learning and whether student attitudes (and intentions, and beliefs) favored one instructional style over the other. Student science attitudes (and beliefs and intentions) and academic performance were evaluated throughout the study. There was an increase in control group student science attitudes (and beliefs and intentions), from the pre – study survey to the post – unit 1 survey following their receipt of non – flipped virtual/remote instruction in the first unit. There was a lower increase in test group student science attitudes (and beliefs and intentions), from lower pre – study attitudes (compared with the control group) following the test group’s receipt of flipped virtual/remote instruction in the first unit,. Following the second unit, both the control group and test group again showed increases in attitude (and beliefs and intentions) compared with the pre – study survey results, with the control group again showing greater increases than the study group. Student academic performance favored the control group as it outperformed the test group in both the first unit and the second unit, even when the test group received the virtually – delivered flipped instruction in the first unit. The findings of the study showed that virtually implemented flipped instruction resulted in no advantage for the test group in terms of greater improvement in attitudes (or beliefs or intentions) toward science and no advantage for the test group in terms of learning science content in general education Integrated Chemistry and Physics (Physical Science). These results indicate that this form of teaching may not be effective in improving general education Physical Science student learning and student attitudes (and beliefs and intentions) toward science. Therefore, the use of virtually implemented flipped instruction in this general education science course will need to be further studied to determine its effect on student learning and student attitudes (or even beliefs and intentions) toward science.
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Title: WHAT IMPACT DO NUMBER TALKS HAVE ON ELEMENTARY CLASSROOM MATHEMATICAL DISCOURSE AND STUDENT AND TEACHER ATTITUDES TOWARD MATHEMATICS?
Creator: Sleezer, Meghan V
Date: 2021
Description: Number Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community...
Show moreNumber Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community over the past decade with the publication of the book series Number Talks (Parrish, 2010, 2014), and especially since the publication of Making Number Talks Matter (Humphreys & Parker, 2015). All in all, the authors contend Number Talks can bring joy into the classroom (Humphreys and Parker, 2015, p. 6), improving student attitudes about mathematics and ultimately allowing for a more productive disposition. The characteristic that separates Number Talks from other pedagogical tools is the disconnectedness from the rest of the lesson: Number Talks need not build up to or build upon the day’s objective. Thus, what the authors argue is that the activity of Number Talks itself – albeit disconnected from the day’s objective – improves all of the aforementioned skills, regardless of what occurs during the remainder of each class session.Eight teachers from five different Chicago-area private grade schools implemented Number Talks in their 3rd-5th grade classrooms for four to six weeks in the early part of the year 2020. Student attitudes toward mathematics and toward mathematical discourse were assessed by way of survey and classroom observation before and after implementation. Classroom interactions and levels of mathematical discourse during the normal class time (outside of the Number Talk session) were assessed before and during implementation. No significant changes (positive or negative) relating to any measure were found. Teachers noticed that students who enjoyed math before the implementation also enjoyed Number Talks, while students who struggled with math were mostly disenchanted with Number Talks. Future research includes exploring whether tailoring Number Talks to relate to the upcoming lesson improves the positive effects advertised by the authors. Teacher professional development related to ambitious teaching practices (NCTM, 2017) and growth mindset (Boaler, 2016b) may complement the use of Number Talks to result in improved attitudes and discourse.
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Title: Case Study: A Comparison of Pedagogical Content Knowledge Between Coaches and Coaches/Mentees
Creator: Barone, Ana MargaritaSalinas
Date: 2024
Description: This multiple case study dissertation aimed to examine one of the domains of pedagogical content knowledge, knowledge of content and students,...
Show moreThis multiple case study dissertation aimed to examine one of the domains of pedagogical content knowledge, knowledge of content and students, between different types of elementary coaches and between coach and their respective collaborating teachers. It also investigated the impact a coaches’ background experiences have on the dynamic between coaches and teachers and the perceptions' teacher have on the effectiveness of coaching. The theoretical framework used in this qualitative study was Ball, Thames, and Phelps’ (2008) definition of PCK. Data was collected from six coaches–four instructional coaches and two math coaches–and eleven k-5th grade teachers. Data collection involved a survey, LMT assessment, and semi-structured interviews, and a thematic analysis method was conducted. The findings from the cross-case analysis resulted in ten themes, with the majority having multiple categories. One finding to one of the research questions was that there were no differences in knowledge of content and students between mathematics coaches and general instructional coaches, but other areas to further investigate emerged. Another finding was that coaches were either within the same capacity as their respective teachers or had extra knowledge of content and students. Although the majority of the coaches’ knowledge of content and students was at a higher level according to their LMT score, it does not necessarily mean that coaches are working with teachers in improving knowledge of content and students. In addition, more research is recommended in creating a pedagogical content knowledge instrument that is specific for coaches.
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Title: A Limited Case Study: Perspectives of Students, High School Teachers, and College Instructors About Advanced Placement Mathematics Courses
Creator: Joseph, DeJuana V.
Date: 2023
Description: ABSTRACTBackground. The underrepresentation of Black and Latinx students in STEM is highlighted due to structural impediments. Although AP...
Show moreABSTRACTBackground. The underrepresentation of Black and Latinx students in STEM is highlighted due to structural impediments. Although AP mathematics classes are being introduced as a solution, students from underprivileged schools continue to confront challenges. The study project seeks to investigate the obstacles associated with teaching AP mathematics courses in disadvantaged high schools and to gather perspectives from various stakeholders.Methodology. The study employs qualitative one-on-one interviews and an interpretive research paradigm. The sample comprises mathematics faculty, first-year college students, high school AP math teachers, and one high school student. Thematic analysis is used and ethical considerations are taken into account. Limitations include time and resource constraints, a small sample size, and potential inconsistencies in participant responses.Results and Findings. AP mathematics classes may inspire students to continue STEM in college, yet obstacles such as time constraints and knowledge gaps exist. Students' employment choices are influenced by their own interests and abilities. High school math teachers and college professors highlight algebraic skills as crucial for success in college mathematics, particularly in calculus classes.Discussion. The STEM enrollment problem does not only affect minority students; AP math can be a pathway for all kids. Improving AP math readiness for all students is critical for addressing the STEM professional shortage. It is essential to use extra measures to increase student interest in STEM. Strong foundational algebraic knowledge is required for success in higher education, necessitating stakeholders to focus on improving STEM enrollment and completion rates.
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