Full metadata
Title
Fidelity of implementation of research experience for teachers in the classroom
Description
In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson's (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.
Date Created
2012
Contributors
- Sen, Tapati (Author)
- Baker, Dale (Thesis advisor)
- Culbertson, Robert (Committee member)
- Margolis, Eric (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
xiv, 258 p. : ill. (some col.)
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.15934
Statement of Responsibility
by Tapati Sen
Description Source
Viewed on Feb. 11, 2015
Level of coding
full
Note
thesis
Partial requirement for: Ph. D., Arizona State University, 2012
bibliography
Includes bibliographical references (p. 234-244)
Field of study: Curriculum and instruction
System Created
- 2013-01-17 06:39:06
System Modified
- 2021-08-30 01:44:00
- 3 years 2 months ago
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