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  • All fields: classrooms
(383 results)



Display: 20

    • Page 12

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    • Writing using technology hasn’t caused more convention errors Costanza (2013). One study compared 877 college freshman papers from 1917, 1930, 1986, and 2006 and found that the number of errors is about the same while the complexity of the papers...
    • Page 39

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    • Utah. This specific department has decided to move forward with implementing SSR in classrooms at whichever time the individual teachers see fit. For some this is at the beginning of class, for others at the end. Teachers have the choice of what...
    • Page 17

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    • technology in literacy classrooms is more technological integration than curricular integration. (Hutchison, et al., 2012). This means that more teachers aren’t using technology daily to enhance students’ learning (Hutchison, et al., 2012). Heitin...
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    • TEACHER EFFICACY WITH STEM PEDAGOGY 7 Chapter 2: Literature Review This purpose of this study is to document self-efficacy beliefs in teaching STEM with teachers who have received STEM professional development over a period of two years. Since the...
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    • TEACHER EFFICACY WITH STEM PEDAGOGY 5 professional development does make a difference toward building self-efficacy, thus providing students with a rich environment of learning. This will be the first formal study specific to one school in the...
    • Page 41

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    • TEACHER EFFICACY WITH STEM PEDAGOGY 41 Continuous support is needed as teachers work toward independence in their STEM teaching. Support that is valued are personal contacts with others who can share ideas and plan together. Coaches teaching as...
    • Page 40

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    • TEACHER EFFICACY WITH STEM PEDAGOGY 40 Continuous support. What types of support are needed for teachers to grow in their instruction of STEM pedagogy? When teachers depend on “follow-up support”, what do they envision support to be? Teachers have...
    • Page 34

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    • TEACHER EFFICACY WITH STEM PEDAGOGY 34 Other types of training that teachers recorded were: conferences with workshops on STEM, spending instructional time in a BYU engineering design lab, in-school training sessions, theater training with...
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    • TEACHER EFFICACY WITH STEM PEDAGOGY 3 However, with two years of professional development, many teachers are still hesitant to implement STEAM-type of lessons with their students. Excitement for STEAM activities during teacher training is not...
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    • TEACHER EFFICACY WITH STEM PEDAGOGY 23 this study is the confidence, or self-efficacy of teachers as they face changes of pedagogy in their classrooms when teaching STEM. Within the school district Foothill Elementary has been intensely focused on...
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    • TEACHER EFFICACY WITH STEM PEDAGOGY 17 A research study in 2013 found that only 4 percent of elementary teachers felt prepared to teach engineering (Trystead, Smith, Banilower & Nelson, 2013). Processes in developing teacher efficacy. In order for...
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    • TEACHER EFFICACY WITH STEM PEDAGOGY 11 Teacher support with shifts in philosophy of teaching. New teachers coming into the profession are not being prepared to teach through STEM or 21sst century skills. Veteran teachers, who are used to teaching a...
    • Page 10

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    • TEACHER EFFICACY WITH STEM PEDAGOGY 10 Teacher Efficacy What is Teacher Efficacy? Teacher efficacy is a teacher’s belief that they have the knowledge and capability to teach with confidence to have a positive impact on student learning. Teacher...
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    • Table of Contents Chapter 1: Introduction ........................................................................................................................ 1 Definition of Terms...
    • Page 15

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    • STUDENT ORIENTATION 16 SWATC’s online orientation and student evaluation Because Southwest Applied Technology College covers a geographic service area that is larger than the states of Connecticut, Delaware and Rhode Island combined, many of its...

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