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Browsing by Subject "design-based research"

Now showing 1 - 2 of 2
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    Design-Based Online Teacher Professional Development to Introduce Integration of STEM in Pakistan
    (2017-02) Anwar, Tasneem
    In today’s global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers’ exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers’ STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices.
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    (Re)designing Materials for Content and Language Integration in Secondary Spanish Immersion: A Design-Based Research Study
    (2021-06) Mathieu, Corinne
    Dual language and immersion (DLI) instruction at the secondary level is a particular challenge, as teachers are tasked with teaching abstract, cognitively complex content while supporting students in continuing to develop their partner language proficiency. This content and language integration requires a unique skill set and knowledge base, but secondary DLI teachers rarely have DLI-specific teacher preparation. Moreover, secondary DLI teachers face an additional hurdle in that almost no pedagogical materials exist that are designed specifically to support the integration of content and language. This dissertation study sought to address both of these difficulties by (re)designing two secondary Spanish DLI teachers’ content-based pedagogical materials to include language-focused modifications with the ultimate goals of developing the teachers’ knowledge for content and language integration and fostering integrated instruction in practice. For this study, I collaborated closely with two teachers over the course of the 2020 academic year, and the teachers’ participation in the study served as a professional development experience. Drawing on design-based research (McKenney & Reeves, 2012), we completed iterative cycles of collaborative materials analysis, (re)design of materials, instruction with modified materials, and collaborative reflection. Data sources included formal interviews, informal conversations, collaborative planning and reflection sessions, and classroom observations. This study included both research on the intervention, as I examined how the teachers used the (re)designed materials, and research through the intervention, as I explored how participating in the study shaped the teachers’ conceptualizations and enactments of content and language integration. Findings suggest that pedagogical materials have the potential for supporting secondary DLI teachers in integrating content and language in their instruction. However, well-designed materials must include features that educate teachers about discipline, language, and literacy connections as well as pedagogical practices for integration. Furthermore, this study demonstrates that secondary teachers’ understanding of content and language integration is grounded in their conceptualization of language itself. Therefore, secondary DLI professional development programs should include a focus on language-content relationships. This dissertation concludes with theoretical contributions about DLI teachers knowledge, design principles for future research on materials as a resource for content and language integration, and implications for DLI teachers development.