23 Matching Results

Search Results

Advanced search parameters have been applied.

A Study of Selected Factors Related to Permanency in Science Teaching

Description: The purpose of this study is to gather information related to some factors which are considered to be characteristic of science teaching; to attempt to identify some elements of permanency in science teaching; and to analyze some relationships between the results of the above two criteria with the view of establishing some factors which may be useful as predictors of permanency, or indicative of patterns of permanency, in science teaching.
Date: August 1958
Creator: Lovelace, Allen J.
Partner: UNT Libraries

An Investigation of Selected Factors Related to the Professional Status of the Science Teachers in the Four-Year Accredited High Schools of Texas for the School Year 1952-1953

Description: The purpose of this study is to gather information related to the professional status of the science teachers in the four-year accredited high schools of Texas for the school year 1952-1953. The principal concern of the study is "Who is teaching science?"
Date: August 1953
Creator: Whitehead, Oren W.
Partner: UNT Libraries

The Teaching Practices of Science Teachers in Selected Texas High Schools

Description: The problem of this study was to determine the emphasis placed on various science teaching practices by a random sample of high school biology, chemistry, and physics teachers in selected Texas high schools. The subproblem was to compare the emphasis placed on the practices as reported by the high school teachers with the emphasis as recommended by national science education specialists, teachers of biology, chemistry, and physics in selected Texas colleges and universities, and teachers of professional education courses in selected Texas colleges and universities.
Date: July 1967
Creator: Pewitt, Edith Marie Hendrix
Partner: UNT Libraries

A Study to Determine the Relationships between Growth in Interest and Achievement of Hight School Science Students and Science Teacher Attitudes, Preparation, and Experience

Description: The problem of this study is to determine the relationships between (1) growth in interest and achievement of high school science students and (2) attitudes, preparation, and experience of science teachers. The study encompasses grades nine through twelve, inclusive, in a sample of Texas accredited public high schools.
Date: August 1957
Creator: Taylor, Thomas Wayne
Partner: UNT Libraries

The Effect of Micro-Teaching Laboratory Experiences on Attitudes and Verbal Behavior of Pre-Service Elementary School Teachers

Description: The problem of this study was to determine the effect of a micro-teaching laboratory experience on the attitudes of pre-service elementary school teachers toward the teaching of elementary school science and to determine the effect of a micro-teaching laboratory experience on the indirect verbal behavior of pre-service elementary school teachers.
Date: August 1969
Creator: Sparks, Rebecca Lewis
Partner: UNT Libraries

Assessing the Effect of Inquiry-Based Professional Development on Science Achievement Tests Scores.

Description: This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives. Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the Biology End Of Course (EOC) exams were analyzed using ANCOVA, Chi Square, and Logistic Regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant difference between the two groups. The effects of inquiry-based professional development may not be determined by analyzing the results of the standardized tests currently being used in Texas. Inquiry training may make a difference, but because of factors such as the ceiling effect, insufficient time to implement the program, and test items that are intended to but do not address critical thinking skills, the TAAS and EOC tests may not accurately assess effects of the Inquiry Institute. The results of this study did indicate the best predictor of student mastery for the 8th grade science TAAS and Biology EOC may ...
Date: December 2002
Creator: Dickson, Teresa K.
Partner: UNT Libraries

A Discrepancy Analysis of Basic Science Teaching Competencies in Secondary Science in Texas

Description: The study has a twofold purpose. The first is to compare the priority order of the seven fundamental areas of skill among the three sample groups, The second is to compare the differences between actual and ideal teacher performance in the seven fundamental skill areas. The conclusions are generalizable only to the population of Texas teacher educators, members of the Texas Science Supervisors Association and members of the Science Teachers Association of Texas, All of the groups had basic agreement as to the priority order of the science teacher competencies being demonstrated by teachers, The profession's success in educating teachers in the content areas is reflected by the priority of the rankings. The position of the science supervisors' ratings of teacher performance between teachers and teacher educators indicated that supervisors have the most accurate view of teacher performance, The least discrepancy among groups occurred in the ideal rating of teacher performance, indicating general agreement as to the level at which teachers should be demonstrating skills, The greatest discrepancy occurred in the identification of actual level of teacher performance.
Date: May 1979
Creator: Owens, Arthur Michael
Partner: UNT Libraries

Eighth Grade Science Teacher Quality Variables and Student Achievement

Description: While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and pedagogical coursework) on student achievement using the eighth grade Science TAKS. The primary dependent variables were students' five objective scores and their overall scores on the eighth grade Science TAKS examination. The sample was 44 eighth grade science teachers and 4,119 students in Texas public schools. Multiple linear regression models enabled examinations of the relationships between teacher quality variables and student achievement. No significant relationships between the variables were found. Small effect sizes for the beta weights and structure coefficients occurred between teachers' science credit hours and TAKS objectives to explain 20% of the variance for TAKS Living Systems and the Environment, 39% of the variance for TAKS Structures and Properties of Matter, and 21% of the variance for TAKS Earth and Space Systems. Teacher experience accounted for 24% of the variance with TAKS Structures and Properties of Matter, and pedagogical credit hours explained 30% of the variance with TAKS Motion, Forces, and Energy. Science GPA explained 31% of the variance for the TAKS Earth and Space Systems objective. Policy makers should examine NCLB assumptions about teacher content knowledge as a significant indicator of teacher effectiveness via student achievement on standardized tests. While measuring content knowledge provides a simple, efficient, ...
Date: December 2010
Creator: Harp, Amy
Partner: UNT Libraries

The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom.

Description: Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable-length of participation in the Inquiry Institute (zero, three, or six days)-to determine whether or not the three groups differ on the dependent variables-beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.
Date: May 2009
Creator: Williams-Rossi, Dara
Partner: UNT Libraries

Physics Instruction in Texas Public Secondary Schools

Description: The problem with which this study was concerned is an investigation of physics instruction in Texas public secondary schools. The purposes of this study were to investigate the status of physics instruction and to determine the in-service needs and preferences of the physics teachers in Texas public secondary schools. Data were collected by a questionnaire that was sent to a stratified random sample of 100 teachers. The questionnaire was evaluated by a panel of advisors and pilot tested. The bases for stratification were relative school size and geographic location. Usable returns were obtained from 69 respondents.
Date: May 1983
Creator: McCurdy, Marles L. (Marles Lee)
Partner: UNT Libraries

CSI: Dognapping workshop : an outreach experiment designed to produce students that are hooked on science.

Description: The CSI: Dognapping Workshop is a culmination of the more than 65 Sandian staff and intern volunteers dedication to exciting and encouraging the next generation of scientific leaders. This 2 hour workshop used a 'theatrical play' and 'hands on' activities that was fun, exciting and challenging for 3rd-5th graders while meeting science curriculum standards. In addition, new pedagogical methods were developed in order to introduce nanotechnology to the public. Survey analysis indicated that the workshop had an overall improvement and positive impact on helping the students to understand concepts from materials science and chemistry as well as increased our interaction with the K-5 community. Anecdotal analyses showed that this simple exercise will have far reaching impact with the results necessary to maintain the United States as the scientific leader in the world. This experience led to the initiation of over 100 Official Junior Scientists.
Date: April 1, 2008
Creator: Boyle, Timothy J.; Gorman, Anna K.; Pratt, Harry D., III; Hernandez-Sanchez, Bernadette A.; Lambert, Timothy N.; Ottley, Leigh Anna M. et al.
Partner: UNT Libraries Government Documents Department

The impact of technical barriers on the effectiveness of professional development as related to a distance education system-based course: A case study in the Web World Wonders environmental science learning community.

Description: This study reports and discusses the impact of technical barriers on the effectiveness of professional development as related to a distance education system based course: a case study of the web world wonders environmental science learning community in Florida. The project involved 4th through 12th grade public school teachers learning how to use GPS readers, digital cameras, and Arc View software for the purpose of utilizing a Website that enabled remote Internet camera access in Florida State Parks. Under the supervision of Florida State University and the Florida Department of Education those teachers received professional development in techniques for developing lesson plans utilizing the equipment and software as stated above. Using the Concept Based Adoption Model, a description of the teacher's demographics, Levels of Use and Stages of Concern with relation to gender, age, teaching experience, and technological experience was examined. Technical barriers were identified and an explanation of how they were overcome in the process of receiving the professional development is reported.
Date: December 2003
Creator: Dawson, John L.
Partner: UNT Libraries

An Investigation of Certification in Computer Science as a Teaching Field in Secondary Schools in the United States

Description: The purpose of this study was to investigate the status of computer science teacher certification in the United States. Methods used included a survey of chief teacher certification officers in all fifty states to determine the status of each state concerning the certification of high school computer science teachers and a survey of forty selected leaders in the field of computer science education to determine the current and future status of computer science education and to identify the courses most appropriate for computer science teacher training programs. Status reports on all fifty states were presented. Summaries for the states that offer certification in computer science as a field by itself and as a part of another subject field were provided. Five state-approved computer science certification programs were reviewed.
Date: May 1983
Creator: Taylor, Harriet G. (Harriet George)
Partner: UNT Libraries

[News Clip: Science teachers]

Description: Video footage from the WBAP-TV station in Fort Worth, Texas to accompany a story by news reporter Lee Elsesser about the opening day of the 17th annual convention and exposition of the National Science Teachers Association in Dallas, Texas. Harvard University professors, Dr. James Rutherford and Fletcher Watson, discuss their multi-media approach to physics education.
Date: March 21, 1969
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections

[News Clip: Science teachers]

Description: Video footage from the WBAP-TV station in Fort Worth, Texas to accompany a story by news reporter Lee Elsesser about the opening day of the 17th annual convention and exposition of the National Science Teachers Association in Dallas, Texas. Harvard University professors, Dr. James Rutherford and Fletcher Watson, discuss their multi-media approach to physics education.
Date: March 21, 1969
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections

[News Clip: Science teachers]

Description: Video footage from the WBAP-TV station in Fort Worth, Texas to accompany a story about Professor Edward L. Tatum of Rockefeller University in New York delivering the second annual Damon Lecture to delegates of the National Science Teachers' Association meeting. Tatum speaks of important relationships between society, science, and technology.
Date: March 22, 1969
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections

[News Clip: Science teachers]

Description: Video footage from the WBAP-TV station in Fort Worth, Texas to accompany a story by news reporter Lee Elsesser about the opening day of the 17th annual convention and exposition of the National Science Teachers Association in Dallas, Texas. This footage includes a sample of educational materials on display at the convention.
Date: March 21, 1969
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections

[News Clip: Science teachers]

Description: Video footage from the WBAP-TV station in Fort Worth, Texas to accompany a story about Professor Edward L. Tatum of Rockefeller University in New York delivering the second annual Damon Lecture to delegates of the National Science Teachers' Association meeting. Tatum speaks of important relationships between society, science, and technology.
Date: March 22, 1969
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections

[News Clip: Science teachers]

Description: Video footage from the WBAP-TV station in Fort Worth, Texas to accompany a story about Dr. Michael DeBakey, a Houston heart surgeon, and Dr. Samuel Bogoch, a leader in the study of brain sciences, talking to reporters after they speak at the National Science Teachers Association meeting in Dallas, Texas. Dr. DeBakey discusses news experiments with synthetic materials or artificial skins that may decrease tissue rejection during heart surgery. Dr. Boboch speaks about potential moral issues of controlling violence with medication.
Date: March 23, 1969
Creator: WBAP-TV (Television station : Fort Worth, Tex.)
Partner: UNT Libraries Special Collections