ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Displaying 1 - 3 of 3
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- All Subjects: Teacher Education
- Creators: Baker, Dale
Description
An understanding of the Nature of Science (NOS) remains a fundamental goal of science education in the Unites States. A developed understanding of NOS provides a framework in which to situate science knowledge. Secondary science teachers play a critical role in providing students with an introduction to understanding NOS. Unfortunately, due to the high turnover rates of secondary science teachers in the United States, this critical role is often filled by relatively novice teachers. These beginning secondary science teachers make instructional decisions regarding science that are drawn from their emerging knowledge base, including a tentative understanding of NOS. This tentative knowledge can be affected by environment and culture of the classroom, school, and district in which beginning teachers find themselves. When examining NOS among preservice and beginning teachers the background and demographics of the teachers are often ignored. These teachers are treated as a homogenous block in terms of their initial understanding of NOS. This oversight potentially ignores interactions that may happen over time as teachers cross the border from college students, preservice teachers, and scientists into the classroom environment. Through Symbolic Interactionism we can explain how teachers change in order to adapt to their new surroundings and how this adaptation may be detrimental to their understanding of NOS and ultimately to their practice. 63 teachers drawn from a larger National Science Foundation (NSF) funded study were interviewed about their understanding of NOS over three years. Several demographic factors including college major, preservice program, number of History and Philosophy of Science classes, and highest academic degree achieve were shown to have an affect on the understanding of NOS over time. In addition, over time, the teachers tended to 'converge' in their understanding of NOS regardless of preservice experiences or induction support. Both the affect of different demographics amongst teachers and the 'converging' aspect of their understanding of NOS provide much needed insight for teacher trainers, mentors, and researchers.
ContributorsFirestone, Jonah B (Author) / Luft, Julie A (Thesis advisor) / Baker, Dale (Committee member) / Perry, Ronald (Committee member) / Arizona State University (Publisher)
Created2011
Description
This teacher research study examined the effects of utilizing an intervention of Science Writing Heuristics (SWH) as a tool to increase learning during laboratory activities. Five of my eighth grade general science classes participated in this study. Two classes utilized SWH during their laboratory activities (the treatment group) and three classes performed and wrote up their labs in the more traditional, teacher-directed approach (the control group). The assessment scores of the students in the treatment group were compared to the assessment scores of the students in the control group. The post-assessments were analyzed utilizing a t-test. I was teacher in this study and the teacher of all five classes. Data from 41 students were analyzed in this study. A pre-assessment, six laboratory activities, instruction, and a post-assessment occurred within three weeks. The assessments were generated by myself and I performed a t-test using a two-sample analysis, assuming unequal variances (n=16 for treatment group, n=25 for control group) to compare the post-assessments from each group. Results indicated that there was no significant difference between the post-assessment scores of the treatment group with the post-assessment scores of control group (p=0.25). However, the t-test results revealed that when the pre- and post-assessments were compared, there was a significant difference (p=<0.05 for treatment group, p=<0.05 for control group). Each group showed considerable cognitive improvement between pre-assessment (mean scores: 52%-treatment group and 53%-control group) and the post-assessment (mean scores: 72%-treatment group and 80%-control group). This suggests that the presentation of the curriculum lacked a clear distinction between the treatment group and the control group yet benefited most students. Due to circumstances described in the limitations, further research is warranted.
ContributorsDrobitsky, Tamara (Author) / Luft, Julie (Thesis advisor) / Marsh, Josephine (Committee member) / Baker, Dale (Committee member) / Lyon, Edward (Committee member) / Arizona State University (Publisher)
Created2015
Description
Within English supplementary tutoring centers in China, the professional development teachers are afforded is limited due to time constraints and the qualifications of teacher trainers within those centers. To facilitate a novel means of engaging teachers in their professional development related to guided reading, an innovation configurations map was introduced to teachers at two centers in southern China. This map is composed of six configurations that would foster teachers’ understanding of what comprised effective guided reading classes. They include a focus on prior knowledge, vocabulary, reading skills and strategies, reading comprehension, class discussion, and written expression. Implementing the innovation configurations map for guided reading at the two centers occurred with head teachers and key informants from both centers. Other teachers participated to varying degrees based on their interests and availability. Using a qualitative case study methodology as part of an action research project, six strands of data were collected to assess how teachers used the map and what lessons were learned. These strands are institutional documents, interviews with participants, participant observation of academic meetings, direct observation of key informants’ classes, and education journey maps detailing participants’ experiences in using the innovation configurations map. For roughly seven months, the participants worked on developing their understanding of how to use the map and apply it within their contexts. They built this awareness within their activity systems with guidance and support from their colleagues and me. The contingent and responsive help teachers received was crucial in ensuring they understood how to use the innovation configurations map and their willingness to do so. Without that support and guidance, teachers were ambivalent about the use of the map and used it minimally or not at all. The findings, thus, indicate that for teachers to be willing to develop themselves professionally and use the innovation configurations map, they require ongoing support and guidance based on their needs to ensure they may do so effectively.
ContributorsRobinette, Robby Lee (Author) / Baker, Dale (Thesis advisor) / Chapman, Amy (Committee member) / Feng, Siyuan (Committee member) / Arizona State University (Publisher)
Created2023