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Evaluating a Science Professional Development for Elementary Teachers: Effects on Self-Efficacy and Perceptions of Classroom Practice
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Evaluating a Science Professional Development for Elementary Teachers: Effects on Self-Efficacy and Perceptions of Classroom Practice. |
| 개인저자 | Hankel, Nancy Aurora. |
| 단체저자명 | University of California, Los Angeles. Leadership Program. |
| 발행사항 | [S.l.]: University of California, Los Angeles., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 135 p. |
| 기본자료 저록 | Dissertations Abstracts International 80-12A. Dissertation Abstract International |
| ISBN | 9781392297162 |
| 학위논문주기 | Thesis (Ed.D.)--University of California, Los Angeles, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Publisher info.: Dissertation/Thesis. Advisor: Christie, Christina A. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | This study was a descriptive, mixed methods evaluation of a science professional development called Engaging Young Minds (EYM), for elementary teachers in Los Angeles. It was developed in response to the implementation of the Next Generation Science Standards (NGSS) and the summer 2016 session focused primarily on the NGSS Practice of Scientific Modeling. Participants included teachers who participated in the summer 2016 session as well as teachers who had participated in prior sessions. A total of 86 teachers completed a pretest-posttest survey during the 2016 session, 26 prior participants completed a single-administration survey, and ten teachers were interviewed at the end of the 2016-2017 school year. Survey data revealed that teachers reported significant improvements in their confidence following participation in EYM as well as expected changes to their classroom practice following EYM. Additionally, teachers showed significant growth in their understanding of scientific modeling during the summer 2016 session. Through interviews, teachers revealed that they were more likely to teach science, but their actual classroom practice changed little. The main change reported was in the area of student talk and student-led discussions |
| 일반주제명 | Science education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
