Item history (nam58, Wed Oct 21 2020 14:16:27 GMT+0100 (GMT Summer Time))

TY - THES
TI - Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan
AU - Anwar, Tasneem
AB - In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [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.]
DA - 2017///
PY - 2017
SP - 1
LA - English
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AN - 1968428322; ED575261
DB - Education Collection
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KW - 0530:Teacher education
KW - 0714:Science education
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KW - Design-based research
KW - Education
KW - Educational Technology
KW - Elementary Education
KW - Elementary School Teachers
KW - ERIC, Resources in Education (RIE)
KW - Faculty Development
KW - Foreign Countries
KW - Interdisciplinary Approach
KW - Interviews
KW - Models
KW - Online Courses
KW - Online teacher professional development
KW - Pakistan
KW - Reflective practices
KW - Science education
KW - STEM Education
KW - Stem integration
KW - Student Centered Learning
KW - Teacher Attitudes
KW - Teacher education
KW - Technology Uses in Education
ER -

TY - THES
TI - Design-based online teacher professional development to introduce integration of STEM in Pakistan
AU - Anwar, Tasneem
AB - In today’s global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers’ exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers’ STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices.
CY - Ann Arbor
DA - 2017///
PY - 2017
SP - 284
LA - English
M3 - Ph.D.
PB - University of Minnesota
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1883870059?accountid=9851
AN - 1883870059
DB - Education Collection
KW - Science education
KW - Education
KW - Teacher education
KW - Design-based research
KW - 0530:Teacher education
KW - 0714:Science education
KW - Reflective practices
KW - Community of practice
KW - Online teacher professional development
KW - Stem integration
ER -

TY - THES
TI - Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan
AU - Anwar, Tasneem
AB - In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [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.]
DA - 2017///
PY - 2017
SP - 1
LA - English
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1968428322?accountid=9851
AN - 1968428322; ED575261
DB - Education Collection
KW - Interviews
KW - Educational Technology
KW - Faculty Development
KW - Foreign Countries
KW - Models
KW - Elementary School Teachers
KW - Elementary Education
KW - Technology Uses in Education
KW - Pakistan
KW - Teacher Attitudes
KW - Online Courses
KW - Design
KW - ERIC, Resources in Education (RIE)
KW - Attitude Measures
KW - Interdisciplinary Approach
KW - STEM Education
KW - Student Centered Learning
ER -

TY - THES
TI - Design-based online teacher professional development to introduce integration of STEM in Pakistan
AU - Anwar, Tasneem
AB - In today’s global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers’ exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers’ STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices.
CY - Ann Arbor
DA - 2017///
PY - 2017
SP - 284
LA - English
M3 - Ph.D.
PB - University of Minnesota
UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1883870059?accountid=9851
AN - 1883870059
DB - Education Collection
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KW - Science education
KW - Education
KW - Teacher education
KW - Design-based research
KW - 0530:Teacher education
KW - 0714:Science education
KW - Reflective practices
KW - Community of practice
KW - Online teacher professional development
KW - Stem integration
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