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

Implementing Curriculum Supported by...

Watros, Melissa Ann.

FindBook

Google Book

Amazon

博客來

Implementing Curriculum Supported by the Next Generation Science Standards: A Phenomenological Study of Teacher Perceptions of Leadership and Professional Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementing Curriculum Supported by the Next Generation Science Standards: A Phenomenological Study of Teacher Perceptions of Leadership and Professional Development./
作者:	Watros, Melissa Ann.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	193 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13812163
ISBN:	9781392053072

Implementing Curriculum Supported by the Next Generation Science Standards: A Phenomenological Study of Teacher Perceptions of Leadership and Professional Development.
Watros, Melissa Ann.

Implementing Curriculum Supported by the Next Generation Science Standards: A Phenomenological Study of Teacher Perceptions of Leadership and Professional Development. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 193 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Northeastern University, 2019.

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

The Next Generation Science Standards (NGSS) constitute a major change in science instruction focused on inquiry-based learning and teaching science within the concept of real-world phenomena. The NGSS align with a push for Science, Technology, Engineering, and Math (STEM) initiatives in public schools that prepare students for college and careers in STEM fields. This shift in focus to inquiry-based curriculum requires teachers and school districts to change the way science instruction is approached in grades K-12. The purpose of this phenomenological mixed methods research study was to understand how teachers view the factors of leadership and professional development as affecting the successful implementation of the Next Generation Science Standards in the middle school setting. Descriptive statistics were obtained through the use of the Principal Instructional Management Rating Scale to measure five instructional leadership functions, the results of which informed a qualitative interview protocol. Teacher experiences and perceptions were explored through interviews. It was found that teachers perceive administrators as lacking knowledge regarding the NGSS and its implications, which hinders support for the shift. Additionally, teachers saw a need for improved instructional leadership practices. Finally, teachers agreed that they required relevant and consistent professional development in order to successfully make the instructional shift.

ISBN: 9781392053072Subjects--Topical Terms:

684418
Curriculum development.

Implementing Curriculum Supported by the Next Generation Science Standards: A Phenomenological Study of Teacher Perceptions of Leadership and Professional Development.
LDR:02659nmm a2200349 4500 001 2205849
005 20190828140015.5
008 201008s2019 ||||||||||||||||| ||eng d
020 $a 9781392053072
035 $a (MiAaPQ)AAI13812163
035 $a (MiAaPQ)nucps:11138
035 $a AAI13812163
040 $a MiAaPQ $c MiAaPQ
100 1 $a Watros, Melissa Ann. $3 3432723
245 1 0 $a Implementing Curriculum Supported by the Next Generation Science Standards: A Phenomenological Study of Teacher Perceptions of Leadership and Professional Development.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 193 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Parenti, Melissa.
502 $a Thesis (Ed.D.)--Northeastern University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The Next Generation Science Standards (NGSS) constitute a major change in science instruction focused on inquiry-based learning and teaching science within the concept of real-world phenomena. The NGSS align with a push for Science, Technology, Engineering, and Math (STEM) initiatives in public schools that prepare students for college and careers in STEM fields. This shift in focus to inquiry-based curriculum requires teachers and school districts to change the way science instruction is approached in grades K-12. The purpose of this phenomenological mixed methods research study was to understand how teachers view the factors of leadership and professional development as affecting the successful implementation of the Next Generation Science Standards in the middle school setting. Descriptive statistics were obtained through the use of the Principal Instructional Management Rating Scale to measure five instructional leadership functions, the results of which informed a qualitative interview protocol. Teacher experiences and perceptions were explored through interviews. It was found that teachers perceive administrators as lacking knowledge regarding the NGSS and its implications, which hinders support for the shift. Additionally, teachers saw a need for improved instructional leadership practices. Finally, teachers agreed that they required relevant and consistent professional development in order to successfully make the instructional shift.
590 $a School code: 0160.
650 4 $a Curriculum development. $3 684418
650 4 $a Middle School education. $3 3422398
650 4 $a Teacher education. $3 3172312
650 4 $a Science education. $3 521340
690 $a 0450
690 $a 0530
690 $a 0714
690 $a 0727
710 2 $a Northeastern University. $b Education. $3 2097072
773 0 $t Dissertations Abstracts International $g 80-10A.
790 $a 0160
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13812163