Autonomy Support: Teacher Beliefs and Practices during STEAM Instruction and Its Influence on Elementary Students

Autor/in	Sheffield, Adriane Nicole
Titel	Autonomy Support: Teacher Beliefs and Practices during STEAM Instruction and Its Influence on Elementary Students
Quelle	(2017), (122 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Alabama
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-7094-3
Schlagwörter	Hochschulschrift; Dissertation; Personal Autonomy; STEM Education; Art Education; Student Projects; Elementary School Students; Grade 3; Grade 4; Grade 5; Elementary School Teachers; Teaching Methods; Qualitative Research; Epistemology; Beliefs; Teacher Attitudes; Student Attitudes; Student Surveys; Coding; Observation; Hierarchical Linear Modeling; Predictor Variables; Learner Engagement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Individuelle Autonomie; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schulprojekt; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Erkenntnistheorie; Belief; Glaube; Lehrerverhalten; Schülerverhalten; Schülerbefragung; Codierung; Programmierung; Beobachtung; Prädiktor
Abstract	Autonomy is the sense that one has control over one's actions within an environment or that one has some degree of choice over his or her own life. Autonomy support involves an individual who is in a position of authority, (e.g., parent, teacher, coach), taking the perspective of another (e.g. student, child), acknowledging their feelings, and providing opportunities for choice (Reeve, Jang, Carrell, Jeon & Barch, 2004; Roth, Assor, Kanat-Maymon, & Kaplan, 2007). STEAM is a curricular framework that emphasizes project-based learning through the integration of science, technology, engineering, arts and mathematics. This study examined the beliefs and practices of third to fifth grade teachers around student autonomy during STEAM instruction. To meet this purpose, a qualitative analysis of teachers' epistemological beliefs, classroom instructional practices, and use of autonomy-supportive practices during STEAM instruction was conducted. Next, an examination of students' perception of and response to autonomy-supportive practices during instruction was conducted using student survey data and coded observations. A belief/practice gap was found among teachers as reported beliefs and teacher practices were qualitatively different. Hierarchical linear modeling was used to examine the impact of student's perceptions of autonomy, attitudes toward STEAM and teacher's autonomous practices on student engagement Student perceptions of autonomy and attitudes towards STEAM were found to be significant predictors of student engagement by homeroom, but teacher's autonomous practices were not at the student level or the teacher level. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01