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  • On the Establishment of a Pedagogical Protocol for STEM Education

    Description:
    A full description of how a STEM protocol model can be an effective and comprehensive implementation of a complete initiative program. A discussion of the factors affecting student comprehension, progress, and cognitive development is made. A historical discussion of STEM policy and programs is included, as is an assessment program in the context of student learning outcomes. A complete STEM protocol design is presented, and an inferential statistical study is made regarding student progress, factors influencing learning, performance, cognitive development, applications-oriented skills, and long-term acquisition of knowledge and performance. A survey was done on an incoming introductory physics course that measured Pre-test and post skills. Inferential statistics were performed, and an analysis of the data was done to measure cognitive and deductive and analytical skills. An ANOVA statistical study was done on Pre-tests and concomitant post-tests, and a comparison of the results was conducted to determine the need for gradual development and influential factors that determine positive results. A t-test was also done to determine the actual differences in the means between pre- and post-tests. In addition, a qualitative survey was conducted to measure the influences and factors determining STEM learning. Then the data sources were compared against each other for themes that were supported across all the data. A critical analysis is made of the STEM methodological protocols along with inferential variables of influence enumerated. It was found that an actively engaged student population can have a direct and positive influence on developing STEM cognitive skills.
    Keyword:
    Pedagogy , Higher education , Educational evaluation, Physics, Pedagogical Protocol, STEM , and ANOVA
    Subject:
    Education
    Creator:
    Cordero, Julius John.
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    04/04/2024
    Date Created:
    2021
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation

  • The teachers' pereceptions of the effectiveness of the Charlotte Danielson Framework for Teaching teacher observation/evaluation model in New Jersey on teacher performance

    Description:
    This study is based upon the premise that the perception of teachers toward the effectiveness of the Charlotte Danielson Framework for Teaching observation/evaluation model influences their performance in the classroom. The purpose of the study was to identify teacher perceptions of how they are observed and evaluated using this model under the new statutes and regulations dictated through the TEACHNJ Act passed through the state evaluation system, AchieveNJ, within one school district in Somerset County, New Jersey. This study examined whether there existed any statistically significant differences in perceptions among or between teachers according to their gender, level of assignment(s), years of experience, or educational degrees and certification(s) held. Subsidiary questions focused on the overall perceptions of teachers as they relate the Charlotte Danielson Framework for Teaching teacher observation/evaluation model for improving teacher performance, the professional learning the they had received on the usage of the model, the ability of the model to define specific activities for improvement, and whether not the observation process had an effect on improving their professional practices in the classroom. The researcher survey instrument, and it was tested for reliability and validity by running an initial pilot survey in a district similar in demographic makeup to the district used to conduct the data collection for this research. With the help of a statistician, the survey instrument was modified and improved upon in order to collect data regarding teacher perceptions of the Danielson Model. The survey also made allowances for additional comments to identify any common perceptions on Danielson or the usage of the observation/evaluation model. The data analysis, run using Microsoft Excel, revealed that a statistically significant difference existed based on degrees attained, teaching assignment, and years of teaching experience. Gender and certification(s) held did not produce any statistically significant differences. Additional research is necessary concerning the perception of teachers with regard to the other major observation/evaluation models currently being used in New Jersey. Research on teacher performance beyond the quantitative data analysis presented in this study, using either qualitative analysis or a mixed methodology approach to teachers’ perceptions of the effectiveness of the Charlotte Danielson Framework for Teaching teacher observation/evaluation model in New Jersey, may provide insights beyond those garnered from quantitative analysis alone. The additional comments provided by the respondents further indicated that a qualitative or mixed methodology approach is warranted. Inter-rater reliability of the observers may also be an area that requires further research, as is the link between teacher performance, student growth objects (SGO), student growth percentiles (SGP) and observation/evaluation scores.
    Keyword:
    Educational leadership , School administration, and Educational evaluation
    Subject:
    Education
    Creator:
    Aguiles, Edward
    Owner:
    skushner@saintpeters.edu
    Publisher:
    Saint Peter's University
    Date Uploaded:
    12/22/2021
    Date Modified:
    02/02/2024
    Date Created:
    December 2016
    Rights Statement:
    In Copyright - Educational Use Permitted
    Resource Type:
    Dissertation