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A Mixed-Methods Study Investigating How a Video Club Professional Development Relates to Teachers' Mindsets, Beliefs, and Reflections on Instructional Practices- [electronic resource]
A Mixed-Methods Study Investigating How a Video Club Professional Development Relates to Teachers' Mindsets, Beliefs, and Reflections on Instructional Practices- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101214
- ISBN
- 9798379687038
- DDC
- 370
- 서명/저자
- A Mixed-Methods Study Investigating How a Video Club Professional Development Relates to Teachers Mindsets, Beliefs, and Reflections on Instructional Practices - [electronic resource]
- 발행사항
- [S.l.]: : Utah State University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(250 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
- 주기사항
- Advisor: MacDonald, Beth L. ;Shumway, Jessica S. .
- 학위논문주기
- Thesis (Ph.D.)--Utah State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약One of the most significant barriers to changing instructional practices is teachers' mindsets and beliefs about teaching and learning mathematics. This study identifies a promising new type of video club professional development that supports teachers in examining their instructional practices and mindsets. This form of professional learning is an important addition to the field due to educators and researchers are just beginning to understand more about how mindset mediates and filters belief systems that impact how instruction is implemented. The purpose of this convergent parallel mixed-methods study is to provide a deeper understanding of how the experience of engaging in video club professional development relates to teachers' mindsets, beliefs, and reflections on instructional practices. Three sources of data were analyzed: a survey, video transcripts of collaborative discussions, and written reflections. These study results extend the current video club research by including established teachers and instructional coaches. Patterns and trends emerging from this mixed method study indicate that engaging in professional development designed with repeated opportunities to (re)examine mindsets, reflect on instructional practices, and collaborate with peers causes changes in teachers' mindsets. This study adds that changes in mindsets and instruction are more likely to occur if teachers can collaboratively reconcile how new instructional strategies align with their current mathematics beliefs and mindsets. Adding a mindset component to professional development may be a promising approach to assist teachers in refining their instructional practices while examining and resetting their mindsets and beliefs.
- 일반주제명
- Teacher education.
- 일반주제명
- Curriculum development.
- 키워드
- Mindsets
- 키워드
- Video clubs
- 기타저자
- Utah State University Education and Human Services
- 기본자료저록
- Dissertations Abstracts International. 84-12A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101214
■006m o d
■007cr#unu||||||||
■020 ▼a9798379687038
■035 ▼a(MiAaPQ)AAI30525825
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aKinder, Amy Lynn.
■24512▼aA Mixed-Methods Study Investigating How a Video Club Professional Development Relates to Teachers' Mindsets, Beliefs, and Reflections on Instructional Practices▼h[electronic resource]
■260 ▼a[S.l.]:▼bUtah State University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(250 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 84-12, Section: A.
■500 ▼aAdvisor: MacDonald, Beth L. ;Shumway, Jessica S. .
■5021 ▼aThesis (Ph.D.)--Utah State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aOne of the most significant barriers to changing instructional practices is teachers' mindsets and beliefs about teaching and learning mathematics. This study identifies a promising new type of video club professional development that supports teachers in examining their instructional practices and mindsets. This form of professional learning is an important addition to the field due to educators and researchers are just beginning to understand more about how mindset mediates and filters belief systems that impact how instruction is implemented. The purpose of this convergent parallel mixed-methods study is to provide a deeper understanding of how the experience of engaging in video club professional development relates to teachers' mindsets, beliefs, and reflections on instructional practices. Three sources of data were analyzed: a survey, video transcripts of collaborative discussions, and written reflections. These study results extend the current video club research by including established teachers and instructional coaches. Patterns and trends emerging from this mixed method study indicate that engaging in professional development designed with repeated opportunities to (re)examine mindsets, reflect on instructional practices, and collaborate with peers causes changes in teachers' mindsets. This study adds that changes in mindsets and instruction are more likely to occur if teachers can collaboratively reconcile how new instructional strategies align with their current mathematics beliefs and mindsets. Adding a mindset component to professional development may be a promising approach to assist teachers in refining their instructional practices while examining and resetting their mindsets and beliefs.
■590 ▼aSchool code: 0241.
■650 4▼aTeacher education.
■650 4▼aCurriculum development.
■653 ▼aMathematics professional development
■653 ▼aMindsets
■653 ▼aVideo clubs
■653 ▼aProfessional development
■653 ▼aInstructional practices
■690 ▼a0530
■690 ▼a0727
■71020▼aUtah State University▼bEducation and Human Services.
■7730 ▼tDissertations Abstracts International▼g84-12A.
■773 ▼tDissertation Abstract International
■790 ▼a0241
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933182▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
