A Grounded Theory Study of Teachers’ Experiences and Post Experiences in a Professional Development Program That Examined the Use of Adapted Primary Literature in Secondary Science

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atmire.migration.oldid4390
dc.contributor.advisorShapiro, Bonnie Lee
dc.contributor.authorSchaeffer, Hyacinth Maria
dc.contributor.committeememberWinchester, Ian
dc.contributor.committeememberBarker, Susan
dc.date.accessioned2016-05-04T14:47:59Z
dc.date.available2016-05-04T14:47:59Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractBetween 2011 and 2013 teachers and scientists worked together to translate primary scientific literature (PSL) to a form accessible to secondary school students. This research study employs a grounded theory approach (Birks & Mills, 2011; Bryant & Charmaz, 2007; Glaser & Strauss, 1967) to address the essential research question: How do teachers’ experiences and post-experiences in a professional development program influence their decisions to employ adapted primary literature (APL) in their instructional practice? Qualitative data were collected in the form of semi-structured interviews, field notes, and conceptual memos. Through the process of constant comparative analysis, common incidents in the data were compiled and re-organized into categories and core variables. Data analysis uncovered four core variables: (1) Ability to choose for relevance; (2) Perception determines priority; (3) Scientists’ science versus school science; and (4) The autonomy of time. The substantive theory offered here is: The Autonomy of Time.en_US
dc.identifier.citationSchaeffer, H. M. (2016). A Grounded Theory Study of Teachers’ Experiences and Post Experiences in a Professional Development Program That Examined the Use of Adapted Primary Literature in Secondary Science (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24752en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/24752
dc.identifier.urihttp://hdl.handle.net/11023/2951
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Sciences
dc.subjectEducation--Secondary
dc.subjectEducation--Teacher Training
dc.subject.classificationAdapted Primary Literatureen_US
dc.subject.classificationTeacher Professional Developmenten_US
dc.subject.classificationSecondary Scienceen_US
dc.titleA Grounded Theory Study of Teachers’ Experiences and Post Experiences in a Professional Development Program That Examined the Use of Adapted Primary Literature in Secondary Science
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
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