rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices
  name:
    name part: Boriack, Anna Christine
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Waxman, Hersholt C.
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2013
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into acad…
  note: by Anna Christine Boriack.
  note: "Major Subject: Curriculum and Instruction"
  note: Includes vita.
  note: Doctor of Philosophy Texas A & M University 2013 http://hdl.handle.net/1969.1/149442
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Curriculum and Instruction
  subject:
    topic: professional development
  subject:
    topic: mathematics education
  subject:
    topic: science education
  subject:
    topic: technology education
  subject:
    topic: classroom implementation
  identifier: http://hdl.handle.net/1969.1/149442
  record info:
    record content source: TXA
    record creation date: 140123
    record change date: 20151206091320.0
    record identifier: in00003427227
    language of cataloging:
      language term: eng