國立虎尾科技大學 |

The Use of Instructional Materials in Elementary Science Classrooms.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Use of Instructional Materials in Elementary Science Classrooms./
作者:	Hoeft, Mary Jo.
面頁冊數:	1 online resource (187 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382834184

The Use of Instructional Materials in Elementary Science Classrooms.
Hoeft, Mary Jo.

The Use of Instructional Materials in Elementary Science Classrooms. - 1 online resource (187 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--Syracuse University, 2024.

Includes bibliographical references

This mixed methods study explored how elementary teachers reported using a commercially published instructional unit to plan and deliver science instruction in their elementary classrooms. Of particular focus is what elements of the program teachers eliminated during planning and instruction, what outside materials teachers added to instruction, what modifications they made to the materials, and their rationales for these changes to the prescribed program.This study consisted of two phases. The first was a survey of elementary science teachers who taught the Smithsonian Science for the Classroom units. Data collected from this phase informed the subsequent interview phase. I used deductive coding to analyze the data and a descriptive narrative format to report the findings and implications of this study to answer the following questions: How do teachers report using instructional materials in elementary science during the planning and delivery of instruction? What modifications, if any, do teachers report making to instructional materials? What rationales do teachers report for their modifications?Two clear themes emerged from the study. First, teachers eliminated lessons and shortened tasks to fit instruction into the minutes designated for teaching science. Time constraints or the perception by teachers that the tasks would be too difficult for their students were typical rationales given for making any changes to the materials.Implications for teachers, administrators, professional development providers, and policymakers were discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382834184Subjects--Topical Terms:

1151737
Science education.
Subjects--Index Terms:

Elementary science instructionIndex Terms--Genre/Form:

554714
Electronic books.

The Use of Instructional Materials in Elementary Science Classrooms.
LDR:02920ntm a22003857 4500 001 1146515
005 20240812064634.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382834184
035 $a (MiAaPQ)AAI31148844
035 $a AAI31148844
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hoeft, Mary Jo. $3 1471913
245 1 4 $a The Use of Instructional Materials in Elementary Science Classrooms.
264 0 $c 2024
300 $a 1 online resource (187 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Dotger, Sharon.
502 $a Thesis (Ph.D.)--Syracuse University, 2024.
504 $a Includes bibliographical references
520 $a This mixed methods study explored how elementary teachers reported using a commercially published instructional unit to plan and deliver science instruction in their elementary classrooms. Of particular focus is what elements of the program teachers eliminated during planning and instruction, what outside materials teachers added to instruction, what modifications they made to the materials, and their rationales for these changes to the prescribed program.This study consisted of two phases. The first was a survey of elementary science teachers who taught the Smithsonian Science for the Classroom units. Data collected from this phase informed the subsequent interview phase. I used deductive coding to analyze the data and a descriptive narrative format to report the findings and implications of this study to answer the following questions: How do teachers report using instructional materials in elementary science during the planning and delivery of instruction? What modifications, if any, do teachers report making to instructional materials? What rationales do teachers report for their modifications?Two clear themes emerged from the study. First, teachers eliminated lessons and shortened tasks to fit instruction into the minutes designated for teaching science. Time constraints or the perception by teachers that the tasks would be too difficult for their students were typical rationales given for making any changes to the materials.Implications for teachers, administrators, professional development providers, and policymakers were discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a Educational administration. $3 1148465
650 4 $a Elementary education. $3 1148439
653 $a Elementary science instruction
653 $a Science instructional materials
653 $a Science kits
653 $a Science teaching
655 7 $a Electronic books. $2 local $3 554714
690 $a 0524
690 $a 0514
690 $a 0714
710 2 $a Syracuse University. $b Science Teaching. $3 1471914
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31148844 $z click for full text (PQDT)