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

A quantitative analysis of whether e...

Rice, Tony E.

Linked to FindBook

Google Book

Amazon

博客來

A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores./
Author:	Rice, Tony E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	275 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10294797
ISBN:	9781369372694

A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores.
Rice, Tony E.

A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 275 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--Western Michigan University, 2016.

The purpose of this survey was to describe and analyze the perceptions of elementary school teachers' in a Midwestern state concerning their use of a science kit program, including to what extent a school's state science assessment scores can be predicated from the level of science kit usage.

ISBN: 9781369372694Subjects--Topical Terms:

521340
Science education.

A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores.
LDR:03092nmm a2200385 4500 001 2120113
005 20170705093022.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369372694
035 $a (MiAaPQ)AAI10294797
035 $a AAI10294797
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rice, Tony E. $3 3282019
245 1 2 $a A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 275 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Sue Poppink.
502 $a Thesis (Ph.D.)--Western Michigan University, 2016.
520 $a The purpose of this survey was to describe and analyze the perceptions of elementary school teachers' in a Midwestern state concerning their use of a science kit program, including to what extent a school's state science assessment scores can be predicated from the level of science kit usage.
520 $a Prior research indicates that elementary school teachers lack the confidence in teaching science primarily because of their weak undergraduate training in inquiry-based instruction and the lack of a strong science background. Authors such as Dickerson et al. (2006) and Riggs and Enochs (2006) argued that science kits and the materials included in them are valuable in increasing teacher confidence.
520 $a The teacher perceptions I collected matched the literature quite closely as far as what the teachers found to be of the most value and use. Teachers perceptions of the science kits were positive including: (a) student engagement in using the science kits, (b) use of most of the instructional items included in the kits, (c) the amount of teacher confidence in using them, (d) the support from the math and science center for using them, (e) and the professional development provided. Teachers liked using many components of the kits, especially the experiments. Their main complaint concerned time: time to teach science and time to complete the kit lessons.
520 $a I used multiple regression to understand the components of the kit program that had a significant correlation to the state test scores. The following variables could explain a high proportion of the variance (.796): (a) teacher confidence, (b) student science learning success, (c) teacher beliefs about science education and (d) the percentage of students eligible for the National School Lunch Program.
520 $a These findings might lead to school principals and teachers increasing their 5th grade state science exam scores by using the findings to identify which components of the kit program are most important in this endeavor.
590 $a School code: 0257.
650 4 $a Science education. $3 521340
650 4 $a Elementary education. $3 641385
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Curriculum development. $3 684418
650 4 $a Osteopathic medicine. $3 786832
650 4 $a Education. $3 516579
690 $a 0714
690 $a 0524
690 $a 0288
690 $a 0727
690 $a 0499
690 $a 0515
710 2 $a Western Michigan University. $3 804473
773 0 $t Dissertation Abstracts International $g 78-04A(E).
790 $a 0257
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10294797