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ERIC Number: EJ981645
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1935-3308
Science Teacher Left behind: A Case Study Investigation
Jackson, Dionne B.; Talbert, Tony L.
Journal of Ethnographic & Qualitative Research, v6 n4 p243-257 Sum 2012
We used the single-case study method to develop an in-depth profile of Yajaira's (pseudonym) instruction based on her epistemological beliefs and science education experiences. We selected the participant using criterion based, purposeful sampling. Data collection included semi-structured interviews, direct observations, and the collection of artifacts. The method of data analysis was Framework Analysis, which revealed that the case had instructive epistemological beliefs, and numerous personal experiences and experiences with schooling and instruction in science education. These beliefs and experiences aligned with her teacher-centered instruction. We discuss Yajaira's beliefs and experiences as they relate to her instruction, and the influence context had on the enactment of these beliefs and experiences. We also explore implications for the professional development and support of novice science teachers, as they relate to the reasons why Yajaira ultimately left the science teaching profession, in addition to proposing methods for exploring the results of this in-depth analysis as a multiple-case study. (Contains 1 table.)
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A