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Changes in Teacher Thinking and Action in Response to the Next Generation Science Standards.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Changes in Teacher Thinking and Action in Response to the Next Generation Science Standards./
Author:	Bowden, Angela R.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Science education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438080430

Changes in Teacher Thinking and Action in Response to the Next Generation Science Standards.
Bowden, Angela R.

Changes in Teacher Thinking and Action in Response to the Next Generation Science Standards. - 1 online resource (144 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Illinois State University, 2018.

Includes bibliographical references

This study examined the role of K--12 science teachers' understandings and perceptions of the Next Generation Science Standards, implementation of the new standards in the classroom, and potential barriers to implementation as reform stakeholders had envisioned. Grounded in the relevant literature and working from the Teacher-Centered System Reform framework, this study employed a quantitative approach to data collection. The TCSR Model framed this study by linking teachers' demographic and professional profile, teaching experience, professional development, district-level, school-level, and classroom-level contexts and illuminates the dynamic effect the factors have on teachers' thinking and their practice. The study recognizes teachers' knowledge and beliefs, their personal backgrounds, and the contextual factors that influence their practices and provides a context for improvement built from the interrelatedness of the varying perspectives of reform.

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

Mode of access: World Wide Web

ISBN: 9780438080430Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Changes in Teacher Thinking and Action in Response to the Next Generation Science Standards.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
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502 $a Thesis (Ed.D.)--Illinois State University, 2018.
504 $a Includes bibliographical references
520 $a This study examined the role of K--12 science teachers' understandings and perceptions of the Next Generation Science Standards, implementation of the new standards in the classroom, and potential barriers to implementation as reform stakeholders had envisioned. Grounded in the relevant literature and working from the Teacher-Centered System Reform framework, this study employed a quantitative approach to data collection. The TCSR Model framed this study by linking teachers' demographic and professional profile, teaching experience, professional development, district-level, school-level, and classroom-level contexts and illuminates the dynamic effect the factors have on teachers' thinking and their practice. The study recognizes teachers' knowledge and beliefs, their personal backgrounds, and the contextual factors that influence their practices and provides a context for improvement built from the interrelatedness of the varying perspectives of reform.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Instructional design. $3 1148462
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