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ERIC Number: ED516947
Record Type: Non-Journal
Publication Date: 2010
Pages: 178
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-6718-6
ISSN: N/A
Perceptions of Pre-Service Educators on Entering Secondary Mathematics and Science Classrooms
Kolb, Jennifer Robin
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
Educational leaders struggle with methods for enhancing student entry into secondary mathematics and science programs. The purpose of this phenomenological study using the modified van Kaam data analysis method, was to determine perceptions of pre-service educators on entering the secondary mathematics and science classrooms. Based on the findings of the current study students choose to enter or not enter these areas for the perceived factors of enjoyment, opportunity, influence, perceived inability, success, difficulty understanding, lack of enjoyment, discomfort, and content preference. Results of the current study imply specific factors motivate students to enter or not enter secondary mathematics and science fields. Recommendations based on the current study include emphasizing factors that may enhance enrollment in secondary mathematics and science programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A