國立虎尾科技大學 |

Mathematics Teachers' Classroom Instruction After Participating in a STEM Education Workshop in Thailand.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Mathematics Teachers' Classroom Instruction After Participating in a STEM Education Workshop in Thailand./
作者:	Autid, Waeodao.
面頁冊數:	1 online resource (286 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355776034

Mathematics Teachers' Classroom Instruction After Participating in a STEM Education Workshop in Thailand.
Autid, Waeodao.

Mathematics Teachers' Classroom Instruction After Participating in a STEM Education Workshop in Thailand. - 1 online resource (286 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2017.

Includes bibliographical references

Literature on teacher professional development has focused on teacher learning as the processes of change in classroom practice, student learning outcomes and teachers' beliefs and attitudes. In bridging the two literature strands of teacher professional development and teacher change, this study was proposed to examine Thai mathematics teachers' classroom instruction after participating in a 3-day STEM education workshop in Thailand. In this study, I investigated multiple aspects of STEM education that the teachers integrated in their classrooms and extent to which teachers were able to implement what they gained from the workshop. I conducted four case studies of teachers after they attended the workshop. Using the data from classroom observations, teachers' interviews, classroom artifacts, and teacher self-reflection reports, I employed a phenomenological analysis approach to analyze each case of teacher's experience with STEM implementation and look across the cases for the commonalities and differences. The findings from the study revealed that the four teachers exercised classroom instructions differently. Implementation approaches varied from project-based-learning, game-based-activities, independent learning and whole class discussions. Variations were due to teacher beliefs and interpretations of STEM teaching, student context, teacher experience, and time availability related to existing mathematics content curriculum and unexpected school events. All teachers I observed had positive attitudes towards STEM implementation and developed future plans to further integrate STEM skills in their classrooms. On-going STEM education workshops, guidelines and resources should be provided. Establishment of a professional learning community is needed to encourage teacher academic collaboration in the four STEM disciplines.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355776034Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Mathematics Teachers' Classroom Instruction After Participating in a STEM Education Workshop in Thailand.
LDR:03057ntm a2200325K 4500 001 915732
005 20180821113842.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355776034
035 $a (MiAaPQ)AAI10799024
035 $a AAI10799024
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Autid, Waeodao. $3 1189212
245 1 0 $a Mathematics Teachers' Classroom Instruction After Participating in a STEM Education Workshop in Thailand.
264 0 $c 2017
300 $a 1 online resource (286 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: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Advisers: Gwendolyn M. Lloyd; Roger C. Shouse.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2017.
504 $a Includes bibliographical references
520 $a Literature on teacher professional development has focused on teacher learning as the processes of change in classroom practice, student learning outcomes and teachers' beliefs and attitudes. In bridging the two literature strands of teacher professional development and teacher change, this study was proposed to examine Thai mathematics teachers' classroom instruction after participating in a 3-day STEM education workshop in Thailand. In this study, I investigated multiple aspects of STEM education that the teachers integrated in their classrooms and extent to which teachers were able to implement what they gained from the workshop. I conducted four case studies of teachers after they attended the workshop. Using the data from classroom observations, teachers' interviews, classroom artifacts, and teacher self-reflection reports, I employed a phenomenological analysis approach to analyze each case of teacher's experience with STEM implementation and look across the cases for the commonalities and differences. The findings from the study revealed that the four teachers exercised classroom instructions differently. Implementation approaches varied from project-based-learning, game-based-activities, independent learning and whole class discussions. Variations were due to teacher beliefs and interpretations of STEM teaching, student context, teacher experience, and time availability related to existing mathematics content curriculum and unexpected school events. All teachers I observed had positive attitudes towards STEM implementation and developed future plans to further integrate STEM skills in their classrooms. On-going STEM education workshops, guidelines and resources should be provided. Establishment of a professional learning community is needed to encourage teacher academic collaboration in the four STEM disciplines.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Secondary education. $3 1179560
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0533
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The Pennsylvania State University. $b Curriculum and Instruction and Comparative and International Education. $3 1189213
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10799024 $z click for full text (PQDT)