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Impact of Online Self-regulated Prof...

Hughes, Andrew John.

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Impact of Online Self-regulated Professional Development on Technology and Engineering Educators Metacognitive Awareness.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Impact of Online Self-regulated Professional Development on Technology and Engineering Educators Metacognitive Awareness./
作者:	Hughes, Andrew John.
面頁冊數:	196 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710627
ISBN:	9781321866094

Impact of Online Self-regulated Professional Development on Technology and Engineering Educators Metacognitive Awareness.
Hughes, Andrew John.

Impact of Online Self-regulated Professional Development on Technology and Engineering Educators Metacognitive Awareness. - 196 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ed.D.)--North Carolina State University, 2015.

This item must not be sold to any third party vendors.

The study was designed to investigate the impact of professional development on technology and engineering teacher's metacognitive awareness. The study pursued answers to one primary and three secondary research questions involving three groups of technology and engineering teacher's metacognitive awareness based on their participation in professional development. The study had a sample size of 18 (N = 18). There were six participants in three groups. Group one consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2) professional development system. Group two consisted of teachers that did not actively participate in T2I2 professional development system. Group three consisted of teachers that completed National Board for Professional Teaching Standards professional development.

ISBN: 9781321866094Subjects--Topical Terms:

3172312
Teacher education.

Impact of Online Self-regulated Professional Development on Technology and Engineering Educators Metacognitive Awareness.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Cameron Denson.
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520 $a The study was designed to investigate the impact of professional development on technology and engineering teacher's metacognitive awareness. The study pursued answers to one primary and three secondary research questions involving three groups of technology and engineering teacher's metacognitive awareness based on their participation in professional development. The study had a sample size of 18 (N = 18). There were six participants in three groups. Group one consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2) professional development system. Group two consisted of teachers that did not actively participate in T2I2 professional development system. Group three consisted of teachers that completed National Board for Professional Teaching Standards professional development.
520 $a To measure the metacognitive awareness of each group a mixed method design was implemented. The quantitative measure used in this study was Schraw and Dennison's (1994) metacognitive awareness inventory. The Kruskal-Wallis one way analysis of variance by ranks was used analyze the quantitative data. The qualitative measure used was a metacognitive awareness semi-structured open-ended interview. The interviews were analyzed by two coders using a coding rubric. The results and complementarity of both measures were used to identify each group's metacognitive awareness. A comparative analysis was used to describe the essence of each group's metacognitive awareness during common teacher practices.
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