Thesis (PH. D.)--Columbia University, 1931. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 463. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 159-166.

Thesis accepted for the degree of doctor of pedagogy at the University of Toronto. / Bibliography: p. 119-123.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Lowell J. Bethel. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (PH. D.)--Columbia University, 1931. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 463. Bibliography: p. 159-166.

Thesis (M.Sc.)(Science Education)--University of Pretoria, 2005. / Title from opening screen (viewed March 27, 2006). Includes summary. Includes bibliographical references.

<p> Ten whale watches were completed between October 2014 and January 2015 using a quasi-experimental design with and without balloon debris retrievals. A link to a post-trip electronic survey was sent two weeks after whale watch tours to adult participants who volunteered to take part in this study. This study showed how witnessing the retrieval of marine debris while listening to a conservation message did have an effect on the reported intended pro-environmental behaviors. Overall, those who were exposed to the balloon retrieval mentioned conservation themes within the open-ended questions more than the control group. This study suggests that pro-environmental changes intended behaviors, attitudes and knowledge did occur and may have produced thoughts and actions in individuals who are now more enlightened and aware about marine debris issues. Contrary to changes in attitudes and intended behaviors, there were no noticeable impacts on reported actual behavior changes from the participants after the whale watch tour.</p>

<p> A project about an adapted unit of instructions in science. A unit on plants is examined from the second-grade Full Option Science System (FOSS). During the course of the project, existing accommodation and modification of the FOSS unit are adjusted and then modified in order to create the necessary accommodations for students with special needs from 3rd to 5th grade special day classes (SDC). The adapted unit of study and a survey were sent to special education teachers with in Norwalk Unified School District for review and validation of the suggested curriculum modifications. </p><p> Using the feedback from the adapted unit of study and the responses from the survey the project assessed the unit to determine if it was properly adapted for the targeted students and if those accommodations are useful for the targeted population. The paper ends with recommendations on how to properly adapt science lessons in SDC.</p><p>

abstract: The under-representation of women in science, technology, engineering and mathematics (STEM) fields indicates the presence of gender related barriers that impacted the persistence of women in science and engineering doctoral studies. The purpose of this study was to investigate the barriers of women doctoral students in STEM fields which identified supporting factors for them as well. This study also tried to determine if there was any difference in perceiving barriers among three disciplines - engineering, life sciences and natural sciences. An online questionnaire (19 Likert-type questions and one open-ended question) was sent to women STEM doctoral students studying at the Arizona State University (ASU). Questions were based on some factors which might act as obstacles or supports during their doctoral studies. Both quantitative and qualitative analyses were conducted. Factors such as work-life balance, time-management, low self-confidence, lack of female role model, fewer numbers of women in science and engineering classes, and male dominated environment revealed as significant barriers according to both the analyses but factors such as difficulty with the curriculum, gender discrimination, and two-career problem were chosen as barriers only in the free response question. Positive treatment from advisor, family support, availability of funding, and absence of sexual harassment assisted these women continuing their PhD programs at ASU. However, no significant difference was observed with respect to perceiving barriers among the three groups mentioned above. Recommendations for change in science and engineering curricula and active recruitment of female faculty are discussed to reduce or at best to remove the barriers and how to facilitate participation and retention of more women in STEM fields especially at the doctoral level. / Dissertation/Thesis / M.A. Curriculum and Instruction 2011

<p> Catalina island serves as a unique and diverse setting for K-12 students to complete their science education. Numerous areas of the island provide an opportunity for students to engage in outdoor science education that is enriched in the classroom setting. Research shows that students continue to build on their understanding while establishing connections through outdoor education experiences. Through a grant funded by the Keck Foundation, the Catalina Island Conservancy has made it their goal to provide an engaging, hands-on, NGSS lesson for each grade level on Catalina while promoting stewardship on the island. A partnership between California State University Long Beach and the Catalina Island Conservancy provided the unique opportunity to develop a NGSS conservation mini unit for the high school biology classroom on Catalina Island. The mini unit addresses the three dimensions of the NGSS, Catalina Ecological Principles and includes indoor and outdoor components. </p><p>

<p> The purpose of this project was to determine what teachers know and what they need to know about neuro-education applications in the classroom. Teachers in grades kindergarten through eighth grade from a Midwestern community of approximately 45,000 people. There were sixty-nine respondents with 7.2% of them being male. The question regarding their level of education resulted in 59.4% having their master&rsquo;s degree. It was interesting to note that 40.6% of the teachers responding were between the ages of 51-65 and had been teaching for more than 21 years were asked to complete a survey about their understanding of neuro-myths that effect classroom performance. These implications focus on neuro-myths. The resulting list is to provide possible professional development opportunities for the teachers. This survey was conducted for three weeks. There were a total of forty-five statements that asked the respondent to rank on a 5-point scale whether they disagreed or agreed. There were also four open-ended questions. The results indicated teachers were not correct or not confident in their responses regarding the importance of movement in the classroom, good nutrition, proper amount of sleep, and the importance of a positive relationship between the teacher and student. Some of the neuro-myths that teachers were unsure about were learning with only one hemisphere of the brain, synaptic pruning and learning, students&rsquo; misbehavior changing with conversation, and regenerating brain cells.</p><p>