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The influence of a train-the-trainer...

Blythe, Jessica Marie.

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The influence of a train-the-trainer professional development on teacher perceptions of science integration and inquiry-based instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The influence of a train-the-trainer professional development on teacher perceptions of science integration and inquiry-based instruction./
作者:	Blythe, Jessica Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Agricultural education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3647812
ISBN:	9781321421279

The influence of a train-the-trainer professional development on teacher perceptions of science integration and inquiry-based instruction.
Blythe, Jessica Marie.

The influence of a train-the-trainer professional development on teacher perceptions of science integration and inquiry-based instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 236 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--University of Florida, 2014.

The purpose of this study was to describe the influence of the train-the-trainer professional development form of professional development on participants' perceptions of agriscience integration and inquiry-based instruction (IBI). The independent variables considered were elements of high-quality professional development, such as duration, active participation, coherence, and school culture; teacher attitudes towards professional development; and teacher demographics. The dependent variables assessed were teachers' perceptions of agriscience integration and IBI.

ISBN: 9781321421279Subjects--Topical Terms:

612126
Agricultural education.

The influence of a train-the-trainer professional development on teacher perceptions of science integration and inquiry-based instruction.
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245 1 4 $a The influence of a train-the-trainer professional development on teacher perceptions of science integration and inquiry-based instruction.
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300 $a 236 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Brian E. Myers.
502 $a Thesis (Ph.D.)--University of Florida, 2014.
520 $a The purpose of this study was to describe the influence of the train-the-trainer professional development form of professional development on participants' perceptions of agriscience integration and inquiry-based instruction (IBI). The independent variables considered were elements of high-quality professional development, such as duration, active participation, coherence, and school culture; teacher attitudes towards professional development; and teacher demographics. The dependent variables assessed were teachers' perceptions of agriscience integration and IBI.
520 $a This study utilized a quasi-experimental design to assess the impacts of a teacher professional development program and experimental follow-up support on secondary teachers' perceptions of science integration and IBI. This study was a census of all teachers who attended a 2012 professional development workshop facilitated by a National Agriscience Teacher Ambassador at the FFA and/or NAAE National Convention. Participants completed four surveys over the subsequent year to assess their perceptions of agriscience integration and IBI. Descriptive methods were used to analyze teachers' perceptions of agriscience integration and IBI. Correlations and follow-up regression analysis were conducted to determine the relationships between the teachers' perceptions and the elements of high-quality teacher professional development.
520 $a Results of the study revealed that respondents had favorable perceptions of science integration into agriculture programs and planned to increase the levels of science integration in their programs. Additionally, a majority of respondents reported utilizing IBI more than once a week. Because participants of the study did not utilize the experimental follow-up support system for the workshop, clear effects could not be determined. There was a positive correlation between science integration and IBI. A variation of positive and negative correlations was found between the dependent and independent variables. Five models were found to be significant predictors of respondents' perceptions of science integration three models were found to be significant predictors of IBI.
520 $a These findings indicate that teachers perceive science integration and IBI as positive influences in secondary agriculture education which supports the integration of science and science teaching techniques in secondary agriculture education programs. Though relationships exist between science integration and IBI, and various elements of school culture and professional development, further investigation is needed to better understand these relationships and their predictive variability.
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