Determining teachers’ reported implementation of newly acquired content knowledge and pedagogical strategies based on receptivity characteristics

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dc.contributor.advisorMcDonald, Denise
dc.contributor.committeeMemberCarman, Carol
dc.contributor.committeeMemberHoward, Cindy
dc.contributor.committeeMemberWilliams-Duncan, Omah
dc.creatorHarris, Darbi Brooke
dc.creator.orcid0000-0001-8424-224X
dc.date.accessioned2020-02-05T19:54:04Z
dc.date.available2020-02-05T19:54:04Z
dc.date.created2019-08
dc.date.issued2019-08-08
dc.date.submittedAugust 2019
dc.date.updated2020-02-05T19:54:04Z
dc.description.abstractTeachers play one of the most pivotal roles in successful student outcomes (Hattie, 2013; Kincheloe, Slattery, & Steinberg, 2000; Meijer, Geijsel, Kuijpers, Boei, & Vrieling, 2016). A major challenge for teachers is that education is a career that is forever changing and requires education professionals to be lifelong learners for a continually evolving audience of learners (Meijer et al., 2016). This mixed-methods study investigated the relationship between teachers’ reported implementation of newly acquired content knowledge and pedagogical strategies based on receptivity characteristics (Meijer et al., 2016). The quantitative data analyzed teachers’ reported implementation of lessons that integrate science, technology, engineering, and mathematics (STEM) in relation with their inquiry attitude, the teachers’ participation in developing the lesson, and by school type. The qualitative data was collected through interviews and analyzed transcription data received during the data collection phase. Once transcribed, data were coded to determine themes through constant comparative methodology in support of the grounded theory process (Berg, 2009; Glaser & Strauss, 1967). All data sources were triangulated during the analysis process.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/2153
dc.language.isoen
dc.subjectSTEM Education
dc.subjectmixed-methods
dc.subjectInquiry Attitude
dc.subjectSTEM Academy
dc.subjectelementary
dc.subjectmiddle school
dc.subjectscience
dc.subjectmathematics
dc.subjectteacher leader
dc.subjectreflection
dc.subjectknowledge sourcing
dc.subjectProfessional Learning Community
dc.subjectPLC
dc.subjectIntegration
dc.subjectCurriculum and Instruction
dc.titleDetermining teachers’ reported implementation of newly acquired content knowledge and pedagogical strategies based on receptivity characteristics
dc.typeThesis
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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