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Comparing levels of school performan...

Kerr, Rebecca.

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Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers./
作者:	Kerr, Rebecca.
面頁冊數:	214 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3571415
ISBN:	9781303227769

Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers.
Kerr, Rebecca.

Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers. - 214 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2013.

The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.

ISBN: 9781303227769Subjects--Topical Terms:

1017897
Education, Sciences.

Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers.
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