Writing in Science: Influences of Professional Development on Teachers' Beliefs, Practices, and Student Performance

Autor/in	Fulton, Lori
Titel	Writing in Science: Influences of Professional Development on Teachers' Beliefs, Practices, and Student Performance
Quelle	(2012), (263 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Nevada, Las Vegas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-6809-0
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Elementary School Teachers; Elementary School Science; Science Instruction; Student Journals; Group Discussion; Teaching Methods; Teacher Role; Student Writing Models; Educational Change; Pretests Posttests; Interviews; Focus Groups; Case Studies; Qualitative Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studentenzeitung; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Bildungsreform; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	Science education reform calls for learners to be engaged in hand-on, minds-on activities related to science. As a part of this reform effort, learners are encouraged to use writing as a means of documenting their work and developing their understandings. This qualitative case study employed the Conceptual Change Perspective and Sociocultural Perspective to examine the impact on three elementary teachers' beliefs, practices, and student outcomes, as they relate to science notebooks, based on their participation in a professional study group. Data sources included teacher and student interviews, video of the study group meetings, video of classroom lessons, and student work in the form of science notebooks and pre- and posttests. Results show that the study group discussions focused on the science notebook as a tool, the teacher's role, the students' struggle to write, and the content of the notebook. Individual cases were developed and then a cross-case analysis was conducted. Results of this analysis suggest that the longer a teacher is involved in a study group, the greater the impact on her beliefs and practices, which resulted in students being able to define a purpose for the notebook, having a higher percentage of the parts of a conclusion within their notebooks, and demonstrating an understanding of the scientific content. Based on the analysis, a substantive theory on the development of insightful implementation of science notebooks was developed. This study has implications for both the elementary classroom and teacher education programs in helping teachers learn reform-based practices that facilitate student learning. Finally, suggestions for future research are considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10