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dc.contributor.advisorCraig, Cheryl J.
dc.creatorAfiesimama, Jane 1952-
dc.date.accessioned2014-03-20T15:51:42Z
dc.date.available2014-03-20T15:51:42Z
dc.date.createdDecember 2011
dc.date.issued2011-12
dc.identifier.urihttp://hdl.handle.net/10657/587
dc.description.abstractAn educator’s determination to make a difference in the lives of her students birthed this inquiry. It is a qualitative study with the use of descriptive statistics in summarizing the survey data. The inquiry is an interweaving of the narrative inquiry method and reflective practice. The study hinges on the works of two great scholars: John Dewey, a philosopher, and Joseph Schwab, a curriculum theorist and scientist. It is all about helping students lay a solid foundation in science so that they may have a thorough understanding of the subject matter and be able to compete with their counterparts nationally and globally. The construction of the solid foundation will include foundational terms in science and their meanings, and the utilization of the SQ4R (a modification of the original SQ3R) study strategies. Other construction materials, as reflected in the voices of the students were discovered, in the study and have added some insight and richness to the study. The intent of this study is to stimulate the interest of fellow educators to examine the ideas shared in this inquiry, and to see how they can find parallel ways to meet the needs of their students. The special needs of our students differ from one classroom to the next. Among the teachers one could also observe a variety of teaching strategies and styles. My hope is for educators who will come across this study, to adopt the findings of this inquiry and adapt them to suit their needs and the needs of their students. The revision process by fellow educators could give birth to a new idea which is what scientific inquiry is all about.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectStudy Skills
dc.subjectVocabulary acquisition
dc.subjectMnemonics
dc.subjectAcronyms
dc.subjectScience teaching
dc.subjectTable Talks
dc.subjectClass Pledge
dc.subjectWords of Encouragement
dc.subject.lcshScience--Study and teaching
dc.subject.lcshScience teachers
dc.subject.lcshTeaching--Philosophy
dc.titleTeacher-As-Researcher: Making a Difference through Laying a Solid Foundation
dc.date.updated2014-03-20T15:51:47Z
dc.type.genreThesis
thesis.degree.nameDoctor of Education
thesis.degree.levelDoctoral
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentCurriculum and Instruction, Department of
dc.contributor.committeeMemberEmerson, Michael W.
dc.contributor.committeeMemberHorn, Catherine L.
dc.contributor.committeeMemberWarner, Allen R.
dc.contributor.committeeMemberWhite, Cameron S.
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentCurriculum and Instruction, Department of
thesis.degree.collegeCollege of Education


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