Studiens syfte är att undersöka hur legitimerade lärare som undervisar i geografi i årskurs 4–6 beskriver hur de planerar och genomför sin undervisning i hållbar utveckling. Studien tillämpar en kvalitativ ansats som metod där datainsamlingen samlats in genom åtta semistrukturerade intervjuer. Studien lutar sig mot det teoretiska ramverket Pedagogical Content Knowledge. Studiens resultat visar att det inte finns märkvärda skillnader i hur lärare planerar sin undervisning, de genomför samma process oavsett om det handlar om hållbar utveckling eller något annat ämnesinnehåll. Lärarna i studien beskriver att de alla tar avstamp i läroplanens skrivningar i början av skapandet av en ny planering. Genom detta resultat framkommer det att de nya skrivningarna i lgr22 inte gör någon anmärkningsvärd skillnad. Resultatet av studien påvisar dock en stor variation i vilka arbetsmetoder lärarna väljer att använda sig av när det gäller undervisningen. Inom hållbar utveckling finns det tre dimensioner: ekologisk, ekonomisk och social hållbarhet. En slutsats som framkommer i studien är att lärarna främst undervisar om ekologisk hållbarhet. Ytterligare en slutsats som går att utläsa ur resultatet är att majoriteten av lärarna behöver komplettera fysiska läromedel med bland annat egenproducerade och digitala läromedel för att kunna bedriva en undervisning som möter skrivningarna i läroplanen.

Social studies teachers in the United States are often unprepared or hesitant to teach about race and racism. This is especially true among White teachers. If teachers are to teach American history, they must be prepared to teach about race and racism, starting with the construction of race in Colonial America and continuing to emphasize the prevalence of racism throughout American history and today. This dissertation was a critical participatory action research study of two White teachers who tried to improve their teaching about race, racism, and slavery in Colonial America in the context of a White Jewish private middle school. The study asked how the teachers collaborated, how their unit changed over two years, and how student responses changed. Data were collected through interviews with teachers and students, during recorded teacher planning meetings, through classroom observations, and by collecting classroom artifacts. Qualitative analysis through the lens of Critical Race Theory led to a few major findings. The teachers collaborated through a spiraling process of reflection, learning, pooling information, drafting new plans, and iterating on the unit. Their working relationship was characterized by their complementary skill sets and trust in each other’s critiques and work. The unit changed to include more about the resistance of enslaved people and the construction and institutionalization of racism in early America. They also learned to create a classroom environment that was more trusting, supported more productive discussion about race and racism, and dealt more effectively with challenging comments about race. Student responses also changed. In Year 2, students recalled more examples of resistance, more strongly emphasized the importance of understanding institutional racism, and utilized prior knowledge about antisemitism to discuss racism more productively. These findings led to recommendations about teaching about race and racism, teacher learning, and future research.

This dissertation reports the results of a conceptual analysis of the technological pedagogical content knowledge (TPACK) framework, particularly its component constructs of technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK (the central component of the framework listed earlier). First, a technical use analysis reveals how existing research has defined and exemplified the constructs. Next, interviews with leading TPACK researchers further refine the constructs. The dissertation then reports cases that illustrate each of the constructs and the boundaries between them. The conceptual analysis results in an elaborated model of the TPACK framework, focusing on the essential features of each construct to facilitate classification of future examples. The analysis also reveals that TCK, TPK, and TPACK do appear to be distinct constructs. The boundaries among constructs are elaborated through a discussion of the sliding nature of the framework and the nature of the instructional strategies that are enacted.

This research project aimed to extend the research literature by providing greater insight into the way individual prospective teachers develop their conceptual understanding of whole number concepts and operations in a social context. In this qualitative study, a case study analysis provided the opportunity for careful exploration of the manner in which prospective teachers' understanding changed and the ways two selected participants reorganized their mathematical thinking within a classroom teaching experiment. While previous research efforts insisted on creating a dichotomy of choosing the individual or the collective understanding, through the utilization of the emergent perspective both the individual and the social aspects were considered. Specifically, using the emergent perspective as a theoretical framework, this research endeavor has outlined the mathematical conceptions and activities of individual prospective teachers and thus has provided the psychological perspective correlate to the social perspective's classroom mathematical practices. As the research participants progressed through an instructional sequence taught entirely in base-8, a case study approach was used to select and analyze two individuals. In order to gain a more thorough understanding of the individual perspective, this research endeavor focused on whether teachers with varying initial content knowledge developed differently through this instructional sequence. The first participant initially demonstrated "Low-Content" knowledge according to the CKT-M instrument database questions which measure content knowledge for teaching mathematics. She developed a greater understanding of place value concepts and was able to apply this new knowledge to gain a deeper sense of the rationale behind counting strategies and addition and subtraction operations. She did not demonstrate the ability to consistently make sense of multiplication and division strategies. She participated in the classroom argumentation primarily by providing claims and data as she illustrated the way she would use different procedures to solve addition and subtraction problems. The second participant illustrated "High-Content" knowledge based on the CKT-M instrument. She already possessed a solid foundation in understanding place value concepts and throughout the instructional sequence developed various ways to connect and build on her initial understanding through the synthesis of multiple pedagogical content tools. She demonstrated conceptual understanding of counting strategies, and all four whole number operations. Furthermore, by exploring various ways that other prospective teachers solved the problems, she also presented a greater pedagogical perspective in how other prospective teachers think mathematically. This prospective teacher showed a shift in her participation in classroom argumentation as she began by providing claims and data at the outset of the instructional sequence. Later on, she predominantly provided the warrants and backings to integrate the mathematical concepts and pedagogical tools used to develop greater understanding of whole number operations. These results indicate the findings based on the individual case-study analysis of prospective elementary school teachers and the cross-case analysis that ensued. The researcher contends that through the synthesis of the findings of this project along with current relevant research efforts, teacher educators and educational policy makers can revisit and possibly revise instructional practices and sequences in order to develop teachers with greater conceptual understanding of concepts vital to elementary mathematics.

The purpose of the study was to investigate the types of activities that dominate physical education and health instruction and examine how it promotes or hinders equitable and fair assessment. To address this purpose, a quantitative study was conducted using an online survey sent to second-year high school students to gather their experiences of the content of physical education. The framework theory provides the opportunity to see the situation from a different perspective and understand the external factors that can influence instruction. The results revealed, among other things, that the instruction is dominated by activities such as ball games and exercise physiology, and a majority of students felt that they are fairly assessed. The results also indicated a correlation between varied instruction and fair assessment.

This study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys were matched to the U. S. History EOC Developmental Scale Scores to determine if students who responded as reading more for the course had higher achievement on the EOC examination. Five teacher surveys were completed, and 144 student surveys were analyzed, and comparisons were made using U. S. History EOC Developmental Scale Scores. Teachers surveyed did not appear to vary their expectations of student whether the students were in an honors or non-honors course. Approximately 71% of non-honors and 73% of honors students in this study were reading U. S. History homework content on a regular basis. Though not statistically significant, results did indicate a positive trend between students who read more for U. S. History content and achievement on the EOC examination. This study revealed the implementation of a standardized EOC examination may account for equally rigorous teacher expectations of both honors and non-honors students. All students have the same final evaluation and expectation of passing the EOC; therefore, all students are expected to learn the content.

No description available.

No description available.

No description available.

No description available.