東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Effect of Implementing Instructi...

McKaveney, Edward W.

Linked to FindBook

Google Book

Amazon

博客來

The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science./
Author:	McKaveney, Edward W.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	152 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10633727
ISBN:	9780355338768

The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science.
McKaveney, Edward W.

The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 152 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (D.Ed.)--Capella University, 2017.

A number of national directives and successful case studies, focus on the need for change in teaching and learning, particularly emphasizing increasingly rigorous STEM learning tied to the use of ICT and digital tools for technological literacy and future workforce development. This action research study investigated the role of instructional coaching and digital resources as a means of redesigning math and science teacher lessons through the use of technological tools. In this case, it was desired to see technology go beyond a simple substitute or even augmentation of non-digital experiences to fully modify and redefine the implementation of rigorous and relevant student learning. Specifically, the coach's impact on pedagogical change and technological adoption was tied to measures of teacher Technological, Pedagogical, and Content Knowledge (TPACK) and application of the Substitution, Augmentation, Modification, Redefinition (SAMR) model and the Rigor Relevance Framework on the delivery of learning. This was carried out in order to demonstrate a successful model for second order instructional change in a ubiquitous technology environment whether it be school owned equipment or Bring Your Own Device (BYOD). Ultimately, the research showed a successful shift to digital learning that could be accelerated and nurtured through instructional coaching, with recommendations for building quality digital teaching and learning environments.

ISBN: 9780355338768Subjects--Topical Terms:

517670
Educational technology.

The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science.
LDR:02446nmm a2200313 4500 001 2202658
005 20190513114836.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355338768
035 $a (MiAaPQ)AAI10633727
035 $a (MiAaPQ)capella:19774
035 $a AAI10633727
040 $a MiAaPQ $c MiAaPQ
100 1 $a McKaveney, Edward W. $3 3429420
245 1 4 $a The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 152 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Yvonne Barnes.
502 $a Thesis (D.Ed.)--Capella University, 2017.
520 $a A number of national directives and successful case studies, focus on the need for change in teaching and learning, particularly emphasizing increasingly rigorous STEM learning tied to the use of ICT and digital tools for technological literacy and future workforce development. This action research study investigated the role of instructional coaching and digital resources as a means of redesigning math and science teacher lessons through the use of technological tools. In this case, it was desired to see technology go beyond a simple substitute or even augmentation of non-digital experiences to fully modify and redefine the implementation of rigorous and relevant student learning. Specifically, the coach's impact on pedagogical change and technological adoption was tied to measures of teacher Technological, Pedagogical, and Content Knowledge (TPACK) and application of the Substitution, Augmentation, Modification, Redefinition (SAMR) model and the Rigor Relevance Framework on the delivery of learning. This was carried out in order to demonstrate a successful model for second order instructional change in a ubiquitous technology environment whether it be school owned equipment or Bring Your Own Device (BYOD). Ultimately, the research showed a successful shift to digital learning that could be accelerated and nurtured through instructional coaching, with recommendations for building quality digital teaching and learning environments.
590 $a School code: 1351.
650 4 $a Educational technology. $3 517670
650 4 $a Educational leadership. $3 529436
650 4 $a Mathematics education. $3 641129
690 $a 0710
690 $a 0449
690 $a 0280
710 2 $a Capella University. $b Education. $3 2093659
773 0 $t Dissertation Abstracts International $g 79-02A(E).
790 $a 1351
791 $a D.Ed.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10633727