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 Figured Worlds of High School Sc...

Ewald, Megan.

FindBook

Google Book

Amazon

博客來

The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions./
作者:	Ewald, Megan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10639672
ISBN:	9780355628524

The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions.
Ewald, Megan.

The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 174 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2017.

As a result of recent mandates of the Next Generation Science Standards, assessments are a "system of meaning" amidst a paradigm shift toward three-dimensional assessments. This study is motivated by two research questions: 1) how do high school science teachers describe their processes of decision-making in the development and use of three-dimensional assessments and 2) how do high school science teachers negotiate their identities as assessors in designing three-dimensional assessments. An important factor in teachers' assessment decision making is how they identify themselves as assessors. Therefore, this study investigated the teachers' roles as assessors through the Sociocultural Identity Theory. The most important contribution from this study is the emergent teacher assessment sub-identities: the modifier-recycler , the feeler-finder, and the creator.

ISBN: 9780355628524Subjects--Topical Terms:

516579
Education.

The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions.
LDR:03413nmm a2200349 4500 001 2165779
005 20181130083525.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355628524
035 $a (MiAaPQ)AAI10639672
035 $a (MiAaPQ)niu:13032
035 $a AAI10639672
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ewald, Megan. $3 3353869
245 1 4 $a The Figured Worlds of High School Science Teachers: Uncovering Three-Dimensional Assessment Decisions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 174 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Mary Beth Henning.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2017.
520 $a As a result of recent mandates of the Next Generation Science Standards, assessments are a "system of meaning" amidst a paradigm shift toward three-dimensional assessments. This study is motivated by two research questions: 1) how do high school science teachers describe their processes of decision-making in the development and use of three-dimensional assessments and 2) how do high school science teachers negotiate their identities as assessors in designing three-dimensional assessments. An important factor in teachers' assessment decision making is how they identify themselves as assessors. Therefore, this study investigated the teachers' roles as assessors through the Sociocultural Identity Theory. The most important contribution from this study is the emergent teacher assessment sub-identities: the modifier-recycler , the feeler-finder, and the creator.
520 $a Using a qualitative phenomenological research design, focus groups, three-series interviews, think-alouds, and document analysis were utilized in this study. These qualitative methods were chosen to elicit rich conversations among teachers, make meaning of the teachers' experiences through in-depth interviews, amplify the thought processes of individual teachers while making assessment decisions, and analyze assessment documents in relation to teachers' perspectives.
520 $a The findings from this study suggest that---of the 19 participants---only two teachers could consistently be identified as creators and aligned their assessment practices with NGSS. However, assessment sub-identities are not static and teachers may negotiate their identities from one moment to the next within socially constructed realms of interpretation known as figured worlds. Because teachers are positioned in less powerful figured worlds within the dominant discourse of standardization, this study raises awareness as to how the external pressures from more powerful figured worlds socially construct teachers' identities as assessors. For teachers to re-author their scripts as assessors and create three-dimensional assessments, they first need to be aware of their assessment identity. Furthermore, the findings provide support for teachers to advocate for the development and use of assessments that measure students' three-dimensional learning rather than relying on assessments that are easily "counted."
590 $a School code: 0162.
650 4 $a Education. $3 516579
650 4 $a Science education. $3 521340
650 4 $a Secondary education. $3 2122779
650 4 $a Educational tests & measurements. $3 3168483
690 $a 0515
690 $a 0714
690 $a 0533
690 $a 0288
710 2 $a Northern Illinois University. $b Curriculum and Instruction. $3 3351231
773 0 $t Dissertation Abstracts International $g 79-07A(E).
790 $a 0162
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10639672