語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Examining the Beliefs and Instructio...
~
Parker, Zachari. A.
FindBook
Google Book
Amazon
博客來
Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws./
作者:
Parker, Zachari. A.
面頁冊數:
168 p.
附註:
Source: Dissertation Abstracts International, Volume: 73-08(E), Section: A.
Contained By:
Dissertation Abstracts International73-08A(E).
標題:
Education, Technology of. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3506702
ISBN:
9781267307347
Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws.
Parker, Zachari. A.
Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws.
- 168 p.
Source: Dissertation Abstracts International, Volume: 73-08(E), Section: A.
Thesis (Ph.D.)--Northcentral University, 2012.
The influence that teacher beliefs have on classroom instructional practices in areas such as science and mathematics have been studied and documented by researchers. However, only a few researchers were found to have specifically investigated the influence of technology teachers' beliefs on instructional practices, relating to the teaching of copyright concepts in technology classes. The problem that this study focused on is the need to find solutions that help teachers integrate copyright laws in their instructional practices by examining their beliefs and pedagogical ideas, improving their knowledge, expanding and transforming their thinking. A qualitative multiple-case study was conducted using a purposive sample of six technology teachers from three different schools in the same school district. The three research questions that guided this study were focused on how the participants describe their beliefs and perceptions of (a) the theories and worldviews of teaching (b) support for integration of copyrights subjects, and (c) how their beliefs influence decisions to integrate copyright in instructional practices. Answers to the research questions were obtained through observations, documentation and interviews that reflected the views and perspectives of the six technology teachers. The study showed that the perceptions technology teachers have regarding the theories and worldviews of teaching, are consistent with the views of educational thinkers who support student-centered teaching methods and the constructivist paradigm. The study revealed that technology teachers harbor favorable attitudes toward the integration of copyright in instructional practices and believe Technology is crucial to achieve success. The study pinpointed training in copyright laws for teachers, as an important factor that can influence the progress of copyright integration into instructional practices. The study also confirmed perceptions that teachers in general and technology teachers specifically, do not believe they possess adequate knowledge to effectively teach or integrate copyright subjects in their instructional practices. Recommendations for future research include (a) studies that identify effective instructional practices that cater to the needs of students for information about the legal use of copyrighted materials, and (b) studies that explore the tolerance among school administrators and teachers for ways to implement copyright as an independent subject in the curriculum.
ISBN: 9781267307347Subjects--Topical Terms:
1018012
Education, Technology of.
Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws.
LDR
:03423nam a2200289 4500
001
1958591
005
20140426115048.5
008
150210s2012 ||||||||||||||||| ||eng d
020
$a
9781267307347
035
$a
(MiAaPQ)AAI3506702
035
$a
AAI3506702
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Parker, Zachari. A.
$3
2093721
245
1 0
$a
Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws.
300
$a
168 p.
500
$a
Source: Dissertation Abstracts International, Volume: 73-08(E), Section: A.
500
$a
Adviser: Donna Rice.
502
$a
Thesis (Ph.D.)--Northcentral University, 2012.
520
$a
The influence that teacher beliefs have on classroom instructional practices in areas such as science and mathematics have been studied and documented by researchers. However, only a few researchers were found to have specifically investigated the influence of technology teachers' beliefs on instructional practices, relating to the teaching of copyright concepts in technology classes. The problem that this study focused on is the need to find solutions that help teachers integrate copyright laws in their instructional practices by examining their beliefs and pedagogical ideas, improving their knowledge, expanding and transforming their thinking. A qualitative multiple-case study was conducted using a purposive sample of six technology teachers from three different schools in the same school district. The three research questions that guided this study were focused on how the participants describe their beliefs and perceptions of (a) the theories and worldviews of teaching (b) support for integration of copyrights subjects, and (c) how their beliefs influence decisions to integrate copyright in instructional practices. Answers to the research questions were obtained through observations, documentation and interviews that reflected the views and perspectives of the six technology teachers. The study showed that the perceptions technology teachers have regarding the theories and worldviews of teaching, are consistent with the views of educational thinkers who support student-centered teaching methods and the constructivist paradigm. The study revealed that technology teachers harbor favorable attitudes toward the integration of copyright in instructional practices and believe Technology is crucial to achieve success. The study pinpointed training in copyright laws for teachers, as an important factor that can influence the progress of copyright integration into instructional practices. The study also confirmed perceptions that teachers in general and technology teachers specifically, do not believe they possess adequate knowledge to effectively teach or integrate copyright subjects in their instructional practices. Recommendations for future research include (a) studies that identify effective instructional practices that cater to the needs of students for information about the legal use of copyrighted materials, and (b) studies that explore the tolerance among school administrators and teachers for ways to implement copyright as an independent subject in the curriculum.
590
$a
School code: 1443.
650
4
$a
Education, Technology of.
$3
1018012
650
4
$a
Intellectual Property.
$3
782112
650
4
$a
Education, Vocational.
$3
1017499
690
$a
0710
690
$a
0513
690
$a
0747
710
2
$a
Northcentral University.
$3
1018547
773
0
$t
Dissertation Abstracts International
$g
73-08A(E).
790
$a
1443
791
$a
Ph.D.
792
$a
2012
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3506702
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9253419
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入