東華大學圖書館 |

語系: 繁體中文

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

The cultural integration experience ...

Hustad, Andrew W.

FindBook

Google Book

Amazon

博客來

The cultural integration experience of chinese immigrant teachers in the United States: An interpretative phenomenological analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The cultural integration experience of chinese immigrant teachers in the United States: An interpretative phenomenological analysis./
作者:	Hustad, Andrew W.
面頁冊數:	272 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689630
ISBN:	9781321691405

The cultural integration experience of chinese immigrant teachers in the United States: An interpretative phenomenological analysis.
Hustad, Andrew W.

The cultural integration experience of chinese immigrant teachers in the United States: An interpretative phenomenological analysis. - 272 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2015.

This dissertation is an exploratory account of the complex phenomena that occurred in my classroom when I engaged students in a curricular approach that blended the innovation of inquiry-powered project-based experiences within the context of science, technology, engineering, and mathematics (STEM) content knowledge. The research focuses on how the use of learning theory, i.e., constructionism, can be used in the classroom to support a content-integrated instructional method. The construction of a single exploratory case study was employed to understand what the teacher and students experienced during these units and if the students would be engaged and motivated. The results indicated that: (a) students had positive attitudes towards units, (b) were motivated to complete artifacts, (c) design was more motivating to students than experimentation, (d) competition was the most motivating about designing artifacts, and (e) female students were more motivated by creativity than competition. This study is a descriptive and informative roadmap for teachers, curriculum designers, science consultants, teacher education professionals and professional development providers who want to implement national science and engineering education standards (Next Generation Science Standards) and find ways to integrate scientific and engineering practices with content.

ISBN: 9781321691405Subjects--Topical Terms:

3172512
Foreign language education.

The cultural integration experience of chinese immigrant teachers in the United States: An interpretative phenomenological analysis.
LDR:02332nmm a2200289 4500 001 2065818
005 20151212141526.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321691405
035 $a (MiAaPQ)AAI3689630
035 $a AAI3689630
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hustad, Andrew W. $3 3180549
245 1 4 $a The cultural integration experience of chinese immigrant teachers in the United States: An interpretative phenomenological analysis.
300 $a 272 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Ali J. Moeller.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2015.
520 $a This dissertation is an exploratory account of the complex phenomena that occurred in my classroom when I engaged students in a curricular approach that blended the innovation of inquiry-powered project-based experiences within the context of science, technology, engineering, and mathematics (STEM) content knowledge. The research focuses on how the use of learning theory, i.e., constructionism, can be used in the classroom to support a content-integrated instructional method. The construction of a single exploratory case study was employed to understand what the teacher and students experienced during these units and if the students would be engaged and motivated. The results indicated that: (a) students had positive attitudes towards units, (b) were motivated to complete artifacts, (c) design was more motivating to students than experimentation, (d) competition was the most motivating about designing artifacts, and (e) female students were more motivated by creativity than competition. This study is a descriptive and informative roadmap for teachers, curriculum designers, science consultants, teacher education professionals and professional development providers who want to implement national science and engineering education standards (Next Generation Science Standards) and find ways to integrate scientific and engineering practices with content.
590 $a School code: 0138.
650 4 $a Foreign language education. $3 3172512
650 4 $a Teacher education. $3 3172312
650 4 $a Multicultural Education. $3 2122919
690 $a 0444
690 $a 0530
690 $a 0455
710 2 $a The University of Nebraska - Lincoln. $b Educational Studies. $3 1020901
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0138
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689630