Browsing by Subject "Legacy cycle"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Does a technology assisted classroom affect/impact an at risk classroom in understanding nutrition?(2010-05) De Zeeuw, Audrey R.; Petrosino, Anthony J. (Anthony Joseph), 1961-; Marder, MichaelThis study sought increase student understanding of nutrition with the use of technology. The purpose of this study was to investigate the effects of using technology, in the form of the legacy cycle, on student understanding of nutrition, with a particular interest in at risk students. Ninth grade students participated in either a legacy cycle lesson or a traditional classroom instruction that taught facts about genetically modified organisms (GMO’s) and the controversy that surrounds GMOs integration into the diet of the world. Analysis of pretest, posttest, and one-week retention test scores showed that there was no significant difference between the two teaching methods, although both were effective at teaching the concepts. This study showed that the legacy cycle could be incorporated in the academic classroom without detriment to student learning.Item An evaluation of the challenge model of professional development : developing the adaptive expert for the mathematics classroom(2012-05) Zúñiga, Robin Etter; Borich, Gary D.; Svinicki, MarillaRecent research on teachers’ achievement goals suggests that the teacher with a mastery goal is more likely to retain a high degree of interest in teaching, more willing to seek help with their teaching, and less likely to report professional ‘burnout.’ Section one of this study extends this line of research by testing the hypothesis that teachers with mastery goals toward teaching are more likely to display the traits of the adaptive expert. Achievement goals and adaptive expertise are measured for a sample of secondary school mathematics teachers who have attained National Board Teacher Certification. A multiple regression model is used with score on the adaptive expertise measure as the dependent variable and four independent variables. The second part of this study proposes the development and evaluation of a challenge-based model of professional development. The Legacy Cycle has been used extensively to teach transfer and adaptive expertise to college students. It has not been used, however, in the professional development of teachers. A professional development program using the Legacy Cycle for teaching high school Algebra teachers how to implement a new conceptually-based Algebra 1 curriculum is proposed. Its accompanying evaluation plan will enable further exploration of the role teacher goal orientation and school climate play in a teacher’s willingness and ability to innovate; and if having an adaptive expert in the classroom can improve student learning.