The purpose of this research study is to describe and analyze the self-reported experiences of exemplary high school mathematics teachers who underwent personal and professional transformations in order to develop and use a standards-based, constructivist (SBC) teaching paradigm in their classrooms. These teachers were all past recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), an award that required them to demonstrate that their mathematics instruction was rigorous in the manner described by the NCTM standards. The following research questions are addressed: (a) What are the paths SBC secondary mathematics teachers who received the PAEMST pursued to become highly effective?, (b) What obstacles and challenges did they encounter and how were these obstacles overcome?, and (c) What sustained them on their journeys? The research methodology used to be a narrative inquiry. Following a wide survey of PAEMST recipients, five volunteer participants were chosen for the study. Data were collected from each participant using a one-to-one interview and the written section of each participant's PAEMST application. A narrative was written for each participant describing the path they had followed to become a highly effective high school mathematics teacher. The narrative was sent to each participant, and a follow-up interview was conducted via telephone amending the narrative to reflect the participant's additions and deletions. From the five amended narratives, eight themes were identified: (a) influences; (b) education; (c) professional development; (d) NCTM standards; (e) teaching style: beginning, current, or end of a career; (f) obstacles; (g) personality traits and personal beliefs; and (h) student influence. Several of the themes were supported by previous research. However, this research study discovered two new findings. First, the five participants had common characteristics and beliefs: (a) belief in their students, (b) persistence, (c) belief that professional development is vital for teacher growth, and (d) passion about mathematics and about conveying that passion to their students. The second research finding pertained to the influence that their own students had on all of the five participants. All the participants purposely sought out their students' thoughts about the classroom curriculum and about the instruction they received. The teachers considered their students part of the classroom learning community, and they honored and acted on their input. Finally, in addition to describing the trajectory of five PAEMST winning teachers, this study offers recommendations for students studying to become high school mathematics teachers, teacher educators, and educational researchers. For these students, their teaching preparation courses need to be taught adhering to the four principles of learning: activity, reflection, collaboration and community. According to this research, the model of teacher preparation courses that emphasize the teaching of the above four principles using a traditional teacher-directed method does not prepare future mathematics teachers for the use of SBC teaching in their classrooms. Suggestions about further research are addressed.

D.Ed. (Educational Psychology) / This research was done in response to the need of educational psychologists to intervene on a sensory integration level as it affects learning and behaviour, which falls within the scope of practice of educational psychologists in South Africa. The research study aimed to explore the research question: how sociodrama could be used as a therapeutic intervention to address the sensory integration of adolescents who present with mild intellectual impairment. The study is situated in the interpretivist-constructivist paradigm, using sociocultural theory as theoretical framework. I therefore commenced with the research with the assumption that the six participants each had their own cultural stories and background within which they functioned, and that they could learn from one another in the sociodramatic group setting. The sociodrama sessions were conducted at a school for learners who presented with mild learning impairments. The participants of the research study attended the bridging class of the school, where the focus is on basic literacy and mathematical skills. Thirteen sociodrama sessions were conducted, where the focus was on the development of sensory integration skills. A qualitative research approach was followed and a case study design was chosen for the inquiry. Data collection included the use of sensory profiles, a background questionnaire, context observation, participant observation, visual journals, reflections, video-recordings and an interview with the educator. I utilised the steps suggested by Braun and Clarke (2006) to thematically analyse the qualitative data and to identify themes. The aim of the research study was to firstly be of benefit to the research participants, creating sociodramatic opportunities through which their sensory integration skills could be developed. The research inquiry furthermore aimed to contribute to the field of educational psychology as it allowed for the development of knowledge on sensory integration and provides a unique therapeutic approach to develop sensory integration skills in adolescents who present with mild intellectual impairment.

A research report submitted to the Wits School of Education and the Faculty of Science, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Science by combination of coursework and research. Johannesburg, 5 June 2017 / This research report focussed on the teaching of the function concept directed at the errors the learners make as well as the misconceptions which could be associated with those errors. The study was conducted at a secondary school in Johannesburg, South Africa. This was a qualitative error analysis study which also had a form of interventional or remedial teaching. The research was driven by the following research questions: (1) What errors and misconceptions do grade 11 learners show on functions?, (2) What learning affordances and constraints can be created if teaching is directed at learners’ errors and misconceptions? and, (3) To what extent can the learners’ achievement on the topic functions be boosted if teaching is directed at learners’ errors and misconceptions? The study used a purposive sample of six grade 11 mathematics learners from a group of 34 learners. To answer these questions, I structured the study to encompass numerous phases of data collection using different instruments. Firstly, I constructed a test instrument and used it on this group of grade 11 learners. These learners had been taught functions earlier in the year, so the test was diagnostic to measure the cognitive levels of the learner on the concept and also to establish the errors made and misconceptions they carried onto the section from other sections or picked up from the function concept. The study was mainly based on the constructivism theory of learning and teaching, but also had other theories to link to it such at the socio-cultural theory, the APOS (actions, process, object and schema) theory, the concept image and concept definition as well as the variation theory. The errors I picked up from the pre-test I classified and analysed using the conceptual framework grounded on the abovementioned theories. It was this analysis which enabled me to structure the desired intervention program together with the teacher after which I conducted a post-test with the subjects. Other forms of data collection such as the interview and observation were employed during the study. I used the interview to get clarity from the learners’ pre-test questions responses, whilst the observation I used during the intervention lessons the teacher had with the learners. Indeed the findings were that, while there was a substantial improvement on learner performance on the post-test, it appeared clearly that cognitive levels of the learners on the function concept had been enhanced. This improvement of performance was a result of the teaching that was directed at the errors, which also interprets to having created a favourable environment which could be interpreted as learning affordances to boost the learners’ understanding of the function concept. / LG2017

This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students' previous academic blog usage on student achievement within the study. Quantitative data were collected from students' pre-tests and unit tests scores and analyzed for statistical significance. Qualitative data were collected through teacher-generated notes during the blogs, individual interviews, and a follow-up focus group interview. The results of this study indicated that there was no overall significant difference in student achievement between the blogging and non-blogging groups. On the contrary , a significant interaction between the social studies subject area and the use of academic course blogs was found when examining student achievement. However, this practical interaction was revealed to be a weak one. Further findings indicated that there was no significant interaction between students' previous blog usage and academic achievement during the study. From the qualitative data, participating teachers perceived the course blogs to be potentially advantageous for students and themselves, yet expressed frustration when implementing the course blogs with their students. Instead, they endorsed the academic use of Facebook, a resource that some students from two participating courses separately utilized instead of (or in addition to) the course blogs during the study. Teachers further expressed concern about relinquishing their subject knowledge and AP expertise to readily available course content on the Internet. Implications and suggestions for future f or AP social studi / teachers' promising use of Facebook and for researchers investigating the use of socail media at the high school level. / by Seth Alper. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (Ph. D.)--Ohio State University, 2006. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Robert Reiser, Florida State University, College of Education, Department of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Apr. 8, 2004). Includes bibliographical references.

Thesis (Ed.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed Mar. 16, 2010). Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.

published_or_final_version / Education / Master / Master of Education

abstract / toc / Education / Doctoral / Doctor of Philosophy