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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
101

A PHENOMENOLOGICAL INQUIRY INTO THE TEACHING OF CLIMATE CHANGE

Diego, Daniel 01 January 2020 (has links)
The purpose of this study was to explore the ways in which educators address climate change and the impacts of human activity on the environment in conjunction with the Next Generation Science Standards. This study utilized qualitative methods, a phenomenological methodology informed by Moustakas, and a Systems Theory and Ecojustice Education conceptual framework. The central research questions was: in what ways do educators who are implementing the Next Generation Science Standards address climate change and the impacts of human activity on the environment? The supporting research questions were: in what ways do educators who are implementing the Next Generation Science Standards perceive their roles and responsibilities in addressing climate change and the impacts of human activity on the environment? in what ways do educators who are implementing the Next Generation Science Standards interpret the associated Earth and Human Activity standards prior to enactment? and, how do educators who are implementing the Next Generation Science Standards teach climate change and the impacts of human activity on the environment?Eight participants were purposely selected using criterion sampling. All participants taught in grades six-twelve, had at least five years teaching experience, and worked in the Sacramento Valley region of California. Data collection consisted of interviews, observations, and document analyses. During the data analysis, horizontalization was utilized which led to the illumination of the following themes: Climate change is an existential crisis, Examination and refinement of pedagogy, Perceptions on Next Generation Science Standards pedagogy, Inquiry-based pedagogical methods, Pedagogical resources, Fostering relevancy to students, and Steps toward an eco-ethical consciousness. The conclusions drawn are: context is key, confusion persists and teachers need guidance and support, adopted curricula and content standards are inadequate, systems thinking and eco-ethical mindsets are vital, teachers are essential for survivability, and more needs to happen. The recommendations from this study are of relevance to policy makers, administrators, curricula and standard developers, teachers, and anyone else interested in mitigating the impacts of human activity on the environment.
102

Teaching Teachers to Converse Productively with Students: a Study Using the Cycle of Inquiry System.

Broderick, Jane Tingle, Hong, Seong Bock, Wohlford, G. 01 January 2017 (has links)
No description available.
103

The Cycle of Inquiry Rubric: for Facilitating Teacher Development with Emergent Curricula Planning

Broderick, Jane Tingle, Hong, Seong Bock 01 January 2015 (has links)
No description available.
104

Utilizing Constructivist Principles in Engaging Young Children with Autism Spectrum Disorder

Boggs, Teresa, Broderick, Jane Tingle 01 January 2012 (has links)
No description available.
105

Immersion into Preschool Preparation a High School Physics Teacher Looks at the Creative Development of Young Children Through an Emergent Inquiry Lens

Broderick, Jane Tingle, Garrett, D. M. 01 January 2011 (has links)
No description available.
106

Inquiry Curriculum Development: Transferring Personal Representation Experiences to Working with Children

Broderick, Jane Tingle, Hong, Seong Bock 01 October 2005 (has links)
No description available.
107

Teaching Teachers to Converse Productively with Students: A Study Using the Cycle of Inquiry System

Broderick, Jane Tingle, Hong, Seong Bock, Wohlford, G. 15 November 2017 (has links)
No description available.
108

Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation, National Association for the Education of Young Children

Broderick, Jane Tingle, Hong, Seong Bock 01 December 2005 (has links)
No description available.
109

Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings

Sarver, Tammie, Broderick, Jane Tingle, Lodien, Lynn 01 January 2016 (has links)
Learning to organize the diverse interests of small groups in a Reggio inspired emergent curriculum is complex. No need to move all children through a process. Several small interest groups can emerge and thrive. Teachers can be sure that all children will receive significant learning from the diverse interest groups through the thoughtful and consistent use of small group and whole group classroom meetings. Techniques and real life examples will be shared. Discussion will be encouraged.
110

Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings

Broderick, Jane Tingle, Sarver, T. 01 January 2016 (has links)
No description available.

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