Current research in expert/novice differences in problem solving suggests the need to investigate the domain specific knowledge of people with experience in problem solving in a particular field against the domain specific knowledge of those with less experience. Furthermore, research in teacher thinking makes important assumptions concerning the knowledge teachers of different experience levels have about students, but lacks complete support for those assumptions. This qualitative study addressed both of these issues. It investigated the differences in the knowledge of students and classrooms of twelve high school science teachers with three different levels of experience. Through analysis of the protocols of interviews with experienced, first year, and student teachers at key times during a semester, this study examined patterns of knowledge acquisition among the three groups. Analyses of the protocols revealed four major findings: Patterns and themes in the development of teachers' knowledge of students and classrooms, the role of observation and work in teachers' understanding of students, the role of teacher comprehension in teachers' knowledge of students and the teacher/student relationship. The discontinuity in development between more and less experienced teachers in this study had important implications for teacher education and research.

The problem is to endeavor to discover whether children who were placed in a double or combination grade (a room containing two grades) could be expected to advance as rapidly in their educational achievement as children in rooms containing only a single grade.

The purposes of this study were (1) to determine the effects of specific structured classroom activities and events on the cardiac rates of students in the classroom, (2) to determine whether or not there was a detectable difference in the cardiac rates of students involved in structured classroom activities and events and cardiac rates of students not so involved, and (3) to determine the effects on the cardiac rates of students involved in two techniques of attaining student involvement and attention to a classroom discussion or topic.

Inclusive education policies in South Africa aim to reduce the barriers to learning of learners with learning disabilities (LDs).(1) Occupational therapists play an important role in identifying these barriers and collaborating with the educators to implement environmental modifications (EMs) in the classroom to enhance the academic performance of learners. This study aims to explore the use of as well as the effectiveness of EMs in grade two classrooms of learners with special education needs (LSEN) schools in the greater Johannesburg area. Eight semi structured interviews were conducted. The qualitative data was analysed using priori categories based on a framework provided by Mulligan(2). A wide variety of EMs were identified by the participants, indicating the effectiveness of the modifications used. In conclusion the EMs were more concisely divided into three categories, namely behavioural modifications, physical modifications and modifications to the delivery of the curriculum, demonstrating a diverse interrelationships between the categories. Keywords: Occupational therapy, learning disabilities, environmental modifications, classroom environment, LSEN schools.

Building on the success in a previous study in engaging the underserved middle-school population in the practice of science through individualized scaffolding, the current study sought to examine an automated-agent, Astro-world, developed to provide real-time guidance to students in order to increase the scalability of the intervention while maintaining the benefits of the individualized format. Through practices of argument and counterargument in advancing and challenging claims, the agent focused on coordination of multiple variables affecting an outcome, rather than only the foundational and more extensively studied strategy of controlled experimentation, in the context of a scenario in which students had to investigate multiple factors affecting the performance of potential astronauts in a space simulator. The intervention sought to help students see the purpose and value of scientific practices using social science content rather than traditional science topics. In addition to adapting the technology into a regular classroom setting in which the teacher is actively engaged (teacher-involved condition), the study included a second condition to determine if the technology could be used effectively without active teacher involvement (tech-only condition). Delayed far-transfer assessments showed that only students in the teacher-involved condition (but not the tech-only condition) outperformed those in a non-participating control group in recognizing the need for evidence and considering all contributing factors in making predictions. Furthermore, post-hoc analysis showed that these significant differences occurred predominantly among those who mastered the foundational control of variable skills. Possibilities are considered as to why teacher involvement was critical to effectiveness, and implications for classroom practice are addressed.

The major purpose of this study was to determine what associations exist between student Internet usage in secondary science classrooms and the way students perceive their classroom environment. A second purpose was to study how the Internet was used in each classroom involved and to see what effects these various approaches had on classroom environments. The study included a sample of 431 students in five Hawaii Catholic high schools and data were collected using site observations, student-teacher interviews, and a questionnaire using the Constructivist Learning Environment Survey, a student attitude towards science scale, and Internet usage questions. Site observations were carried out periodically over an academic year, with a high degree of communication between the sample teachers and the author. / Some three dozen students representing all five high schools were interviewed in depth in an attempt to qualitatively clarify the quantitative findings of the total sample. The results of the study indicate that there is an association between greater student Internet usage and a positive perception of classroom environment. Additionally, the students in this sample express an almost total acceptance of the Internet as an educational resource. Student interview data suggest that this new technology has moved past the innovative stage and into the mainstream of daily educational routine. It seems that student attitudes, as well as individual feelings of self-control and personal relevance seem to be enhanced by the use of the Internet, allowing students to construct unique meaning on a personal level. Finally, there is a high association between student Internet usage and teacher Internet usage, that is, the attitude and behaviour of individual teachers concerning their Internet usage has an influence on the extent to which their students use the Internet for academic purposes.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 328-341).

Thesis (EdD)--Open University.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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