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The Resource Exploring ATCP science teachers' inquiry-based and learner-centered practices through the lens of teacher, program, and school context configurations

Exploring ATCP science teachers' inquiry-based and learner-centered practices through the lens of teacher, program, and school context configurations

Creator
Author
Summary
This study focused on the inquiry-based and learner-centered instructional practices of alternatively certified science teachers through the exploration of configurations of teacher, program, and school contextual characteristics that are believed to contribute to instructional decisions. Inquiry-based and learner-centered continuums were used to look at the level of teachers' instructional practices. Growth trends in inquiry-based and learner-centered practices were created, displayed, and discussed. Cluster analysis was used to determine how, if at all, teachers' group by teacher, program, and school context characteristics. All of these were used to summarize alternatively certified teachers' use of inquiry-based and learner-centered instructional practices seeking possible configurations associated with levels of outcomes. My study found that there were clusters of teachers present whose practices were associated with several different configurations consisting of the presence or absence of teacher, program, and school context characteristics
Language
eng
Work
Publication
Extent
1 online resource (vii, 168 pages)
Note
Advisors: Peggy Placier and Jay Paredes Scribner
Instance
Label
Exploring ATCP science teachers' inquiry-based and learner-centered practices through the lens of teacher, program, and school context configurations
Title
Exploring ATCP science teachers' inquiry-based and learner-centered practices through the lens of teacher, program, and school context configurations
Creator
Author
Subject
Language
eng
Summary
This study focused on the inquiry-based and learner-centered instructional practices of alternatively certified science teachers through the exploration of configurations of teacher, program, and school contextual characteristics that are believed to contribute to instructional decisions. Inquiry-based and learner-centered continuums were used to look at the level of teachers' instructional practices. Growth trends in inquiry-based and learner-centered practices were created, displayed, and discussed. Cluster analysis was used to determine how, if at all, teachers' group by teacher, program, and school context characteristics. All of these were used to summarize alternatively certified teachers' use of inquiry-based and learner-centered instructional practices seeking possible configurations associated with levels of outcomes. My study found that there were clusters of teachers present whose practices were associated with several different configurations consisting of the presence or absence of teacher, program, and school context characteristics
Cataloging source
MUU
http://library.link/vocab/creatorName
Valentine, Elizabeth
Degree
Ph. D.
Dissertation note
Thesis
Dissertation year
2012.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri--Columbia,
Index
no index present
Literary form
non fiction
Nature of contents
dictionaries
Label
Exploring ATCP science teachers' inquiry-based and learner-centered practices through the lens of teacher, program, and school context configurations
Instantiates
Publication
Contributor
Thesis advisor
Note
Advisors: Peggy Placier and Jay Paredes Scribner
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Control code
872569082
Extent
1 online resource (vii, 168 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Specific material designation
remote
System control number
(OCoLC)872569082
Label
Exploring ATCP science teachers' inquiry-based and learner-centered practices through the lens of teacher, program, and school context configurations
Publication
Contributor
Thesis advisor
Note
Advisors: Peggy Placier and Jay Paredes Scribner
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Control code
872569082
Extent
1 online resource (vii, 168 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Specific material designation
remote
System control number
(OCoLC)872569082

Subject

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