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A qualitative study of the pedagogical content knowledge and personal orientations toward economics of award-winning secondary economics teachers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A qualitative study of the pedagogical content knowledge and personal orientations toward economics of award-winning secondary economics teachers./
Author:	Ayers, Cheryl Ann.
Description:	1 online resource (431 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Contained By:	Dissertation Abstracts International77-01A(E).
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781339046501

A qualitative study of the pedagogical content knowledge and personal orientations toward economics of award-winning secondary economics teachers.
Ayers, Cheryl Ann.

A qualitative study of the pedagogical content knowledge and personal orientations toward economics of award-winning secondary economics teachers. - 1 online resource (431 pages)

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2015.

Includes bibliographical references

Historically, economic education has been predominantly characterized by low student achievement, lack of teacher preparation, and quantitative research findings. Detailed descriptions of what effective economic instruction looks like in secondary classrooms remain scarce. Therefore, the purpose of this qualitative case study was to gain an in-depth understanding of how the personal orientations toward economics of three award-winning secondary economic teachers influenced their instruction and how these teachers demonstrated their pedagogical content knowledge (PCK) in their instruction. Specifically investigated was how the economic teachers demonstrated horizon content knowledge, specialized content knowledge, knowledge of content and teaching, and knowledge of content and students. Data collection methods included classroom observations, teacher interviews and questionnaires, student surveys and tests, and artifacts.

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

Mode of access: World Wide Web

ISBN: 9781339046501Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

A qualitative study of the pedagogical content knowledge and personal orientations toward economics of award-winning secondary economics teachers.
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245 1 2 $a A qualitative study of the pedagogical content knowledge and personal orientations toward economics of award-winning secondary economics teachers.
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300 $a 1 online resource (431 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
500 $a Advisers: Wayne Journell; Samuel Miller.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2015.
504 $a Includes bibliographical references
520 $a Historically, economic education has been predominantly characterized by low student achievement, lack of teacher preparation, and quantitative research findings. Detailed descriptions of what effective economic instruction looks like in secondary classrooms remain scarce. Therefore, the purpose of this qualitative case study was to gain an in-depth understanding of how the personal orientations toward economics of three award-winning secondary economic teachers influenced their instruction and how these teachers demonstrated their pedagogical content knowledge (PCK) in their instruction. Specifically investigated was how the economic teachers demonstrated horizon content knowledge, specialized content knowledge, knowledge of content and teaching, and knowledge of content and students. Data collection methods included classroom observations, teacher interviews and questionnaires, student surveys and tests, and artifacts.
520 $a Guided by a PCK theoretical framework, a qualitative analysis of the data suggested that the most influential personal orientation factors included the teachers' life and professional experiences, disciplinary background, political leanings, economic course beliefs, and economic instructional goals. All three teachers consistently demonstrated their PCK by connecting economic content to other grades and subjects as well as other economic concepts and skills. Economic content was also regularly used to prepare students for citizenship, including casting more informed votes and understanding current events. However, authentic discussions and controversial issues were mostly lacking. An emphasis was placed on developing students' economic reasoning skills, including real-world applications of the economic way of thinking and decision making models. Active learning instructional practices were also frequently incorporated, and economic content was almost always related to students' interests and experiences. Modest gains were achieved in students' economic attitudes and knowledge midway through the yearlong course. Implications for classroom instruction and teacher education include teaching a basic economic course focused on life skills, integrating more assignments in social studies methods courses that develop PCK in economics, and offering an economic methods course.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Secondary education. $3 1179560
650 4 $a Economics. $3 555568
650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a The University of North Carolina at Greensboro. $b School of Education: Teacher Education and Higher Education. $3 1191291
773 0 $t Dissertation Abstracts International $g 77-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3722497 $z click for full text (PQDT)