| LDR | | 02666nmm uu200469 4500 |
| 001 | | 000000333765 |
| 005 | | 20240805174509 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438169043 |
| 035 | |
▼a (MiAaPQ)AAI10824942 |
| 035 | |
▼a (MiAaPQ)umn:19237 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Ellingson, Charlene L. |
| 245 | 10 |
▼a Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. |
| 260 | |
▼a [S.l.] :
▼b University of Minnesota.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 309 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Gillian H. Roehrig. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Minnesota, 2018. |
| 520 | |
▼a Background/Context: Science is in the midst of reform, shifting away from teaching science and mathematics in isolation from one another, toward a model that prioritizes integration of science, technology, engineering, and mathematics (STEM) lea |
| 520 | |
▼a Purpose/Focus of Study: This dissertation presents a model for understanding how to support and facilitate collaborative teacher design teams engaged in STEM curriculum development. The study focuses on co-development, collaboration, and refinem |
| 520 | |
▼a Intervention: The analysis of teacher professional learning is typically approached by measuring outcomes such as teacher or student learning (Brown, 2002). However, pedagogical design capacity (PDC) suggests an alternative method for understand |
| 520 | |
▼a Research Design Approach: A multiple-case study research design was used to take advantage of analytic benefits that support viability of outcomes for theoretical generalization (Yin, 2014). Three teacher design teams were selected from multiple |
| 520 | |
▼a Conclusions/Recommendations: This study found that collaborative resources were important tools the teams drew upon to hone and clarify their ideas about STEM curriculum. Two of the collaborative resources were not surprising: (i) protocol and |
| 590 | |
▼a School code: 0130. |
| 650 | 4 |
▼a Education. |
| 650 | 4 |
▼a Science education. |
| 650 | 4 |
▼a Curriculum development. |
| 690 | |
▼a 0515 |
| 690 | |
▼a 0714 |
| 690 | |
▼a 0727 |
| 710 | 20 |
▼a University of Minnesota.
▼b Education, Curriculum and Instruction. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0130 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14998715
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자 |