Browsing by Author "Wang, Jian"
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Item A multi-case exploration of teacher beliefs of grading practices and their influence on student learning(2021-12) Spoonemore, Michelle; Wang, Jian; Zimmerman, Aaron; Flores, RaymondThe purpose of this dissertation is to explore the characteristics of high school mathematics teachers’ beliefs regarding grading and the influence of such beliefs on their grading practices, and thus, their students’ mathematics learning and self-concept. A multi-case study approach is used in this investigation. The research is based on interviews and documents from two high school mathematics teachers and twelve students at one independent school in the Southwest United States. Framed with the theories of teacher beliefs and categorized learning criteria, this qualitative study sought to contribute to the knowledge base necessary for the practice, policy, and research related to teachers’ beliefs of grading and grading practices that influence student mathematics learning. Findings revealed that teachers’ beliefs grounded in their personal and professional experiences are similar and different across cases, and strongly influence their grading practice. Additionally, findings revealed that teacher grading practices influenced by their beliefs are diverse and positively and negatively impact students’ learning behaviors. These findings are specifically discussed in terms of their contributions to the existing empirical and theoretical understandings. Recommendations include the need for teachers to engage in training that includes a reflection on their beliefs about grading and a greater understanding of the influence different learning criteria have on grades. Additionally, recommendations include that private schools need consistent grading guidelines, like those of public schools and to engage teachers in discussing and reflecting on their grading practices to understand better which grading practices influence students learning behaviors.Item Apprenticeship of observation: How past induction as a novice influences current mentoring practice(2021-12) Hobbs, Elizabeth R.; Wang, Jian; Wang, Jianlan; Park, MihwaTeacher mentoring is crucial in supporting new teachers to stay in teaching and learn to teach effectively. Induction and content-based mentoring are assumed especially useful for these purposes. However, mentor teachers need to know how to mentor effectively, and their own teacher induction experiences can shape their learning to mentor. This dissertation examines how secondary science mentor teachers learn to mentor by drawing on their past teacher induction. Framed by the extended theory of apprenticeship of observation and the conception of science-specific mentoring, it analyzes five secondary science mentors' interviews, documents, reflective journals, and observation data. It found that secondary science mentors believed that mentoring was an equal relationship. Mentors should allow novices to “talk out” their problems, and mentoring should develop novice teaching techniques. They also perceived mentoring support as the key to counter novice teachers’ attrition and should cater to the school circumstances. Mentors’ own positive and negative induction experiences shaped their mentoring beliefs importantly. While for practices, mentors felt it was their job to share science content-specific techniques, such as dissection, develop novice’s repertoire of teaching strategies, and encourage novice to observe mentors’ teaching. These practices were shaped by positive and negative experiences they had with their mentor when they were novices. The school and program contexts also influenced practices, such as content understanding checks, the inability to recruit content experts, and coteaching.Item Development of a measure on instructional coaching in teacher education programs(2015-08) Skelton, Jason R.; Hamman, Douglas; Coward, Fanni; Lan, William; Wang, JianWith a high rate of teachers leaving the profession within the first five years, schools and districts have taken steps to provide instructional coaches to work directly with teachers in order to mitigate the factors that may incline them to leave. The growing research on instructional coaching with in-service teachers provides evidence about the benefits to both the classroom teacher and their students. The use of instructional coaching, however, is not common in teacher preparation. Since many teacher education programs already have in place structural supports for teacher candidates from mentor teachers and university supervisors, instructional coaching could be a promising, pre-emptive strategy for improving retention rates by better preparing future teachers. This study had two purposes. The first was to report findings from a new, quantitative measure of instructional coaching. The second was to examine the effects of coaching on teaching efficacy, instructional competency, preparedness for teaching, and plans to remain in teaching. Results from a Confirmatory Factor Analysis fit well a model of coaching that is grounded in the research literature. Relations were found among perceptions of coaching by mentor teacher and university supervisors to candidates’ instructional competency and other important affective variables. This study provides the foundation of evidence about the utility of instructional coaching as a strategy for improving outcomes for candidates in teacher preparation.Item Development of Elementary Science Preservice Teachers’ Content and Pedagogical Content Knowledge for Teaching Energy Using Content Representation Model(2023-12) Moore, Yanhong; Wang, Jian; Wang, Jianlan; Cho, JeasikMany science teachers face challenges in teaching science effectively. This problem has been largely attributed to teachers’ inadequacy in transforming science content knowledge into pedagogy, making the content understandable to students. The Content Representation (CoRe) model presumably supports science teachers in developing science content knowledge and pedagogical content knowledge central to teaching specific science topics in methods courses and thus in teaching practices. This dissertation explored the influences of CoRe instructional intervention embedded in the science methods course module on elementary science preservice teachers’ knowledge of a specific science topic, energy, in their lesson plans and lessons. The relationships between preservice teachers’ quality use of specific science content knowledge and pedagogical content knowledge were also examined. Framed by the theoretical perspectives of energy content for elementary science, science pedagogical content knowledge, and the CoRe model, it reviewed the relevant empirical literature central to its research questions and identified its limitations. This dissertation reveals that participants improved significantly their overall and specific energy content knowledge after the CoRe exposure. The quality of their use of specific energy forms and transfers content in lesson plans and lessons was consistent as above and below average respectively while that of overall energy content was below average in lesson plans and above average in lessons. Their quality use of overall and three specific energy pedagogical content knowledge in lesson plans and lessons also remained at above average level except the learning difficulty at below average level. A positively significant relationship between participants’ understanding of overall energy content and pedagogical content existed in lesson plans but disappeared in lessons. Positively significant relationship also existed between specific energy transfers content and pedagogical content components of science curriculum and assessment in lesson plans. Participants’ overall energy content developed in the methods course strongly and positively influenced such knowledge in lesson plans but not in lessons. Their understanding of overall energy content in the methods course predicted their quality use of overall pedagogical content knowledge in lesson plans but failed to do so in lessons. Their knowledge of specific energy forms content knowledge in the methods course strongly and positively influenced their quality use of specific pedagogical content components regarding science curriculum and instructional strategy in lesson plans. Still, it failed to influence other components of pedagogical content knowledge in lesson plans and lessons. Participants’ specific energy transfers content knowledge developed in methods courses failed to influence their quality use of overall and specific pedagogical content knowledge in lesson plans and lessons.Item Educational Needs of a Growing Community: A Multiple-Case Study of Three Islamic Schools(2017-12-12) Haq, Batool A.; Wang, Jian; Kim, Jeong-Hee; Greenhalgh-Spencer, Heather; Coward, FanniWhile research on parent expectations and influence in public, charter, and private parochial schools is abundant, little existing research addresses parent expectations of and their influence in private Islamic (PI) schools and the ways in which these school respond to parent influence. This qualitative multiple-case study examined parent expectations of and influence in PI schools, and school response to parent influence guided by critical multicultural and social exchange theories. The data collected included interviews, observations, and document. The findings of the study indicated that when parent expectations were not met, they exerted their influence to bring about change. The schools responded by either accommodating or disregarding the influence. The main expectation of American-Muslim parents from PI schools was the provision of an Islamic and safe environment consistent with their belief system. Additionally, their topmost expectation was high quality academics. The parents utilized different channels to exert influence in the school. Parent expectations and influence were shaped by their education, cultural, SES, and ethnicity status. While the schools encouraged parent involvement as a helping hand in the school, they strongly resisted parent influence in school decision-making and tailored their responses to parents based on their education, cultural, and SES status.Item Effect of Preservice Teachers’ Knowledge of Using Concrete Models Developed in a Mathematics Methods Course on Their Questioning during Teaching: A Case of Whole Numbers(2021-07-07) Zeng, Xiaofang Liu; Wang, Jian; Flores, Raymond; Zimmerman, Aaron SamuelTeacher questioning in mathematics teaching is assumed central for students to review content knowledge, relate prior knowledge with current and future knowledge, clarify and facilitate their mathematics thinking, and assess student mathematics learning. Teacher questioning varies in cognitive levels and types and plays different roles in shaping student learning. Teachers’ appropriate conceptual understanding of the mathematics content that they teach and how to represent such an understanding concretely to their students presumably influences their questioning. Whole numbers are fundamental and focal for elementary mathematics, and thus become a useful context for examining how preservice teachers’ knowledge of using concrete models, and how they asked questions of the different cognitive levels and types, and how their knowledge of using concrete models may influence their questioning of different cognitive levels and types. This study examined whether preservice teacher’s knowledge of using concrete models influenced their questioning when teaching whole number concepts. The focus, design, and analysis of the study were framed by the conception of questioning developed based on Bloom’s taxonomy of knowledge and the knowledge of using concrete models for representing abstract mathematics ideas. This dissertation drew upon the pre- and post-test data of preservice teacher’s knowledge of using concrete models for representing whole numbers in their methods course module and the videotaped teaching in their practicum associated with the methods course. A dependent sample t test was conducted to examine the change of the preservice teacher knowledge of using concrete models before and after learning how to use concrete models for teaching whole numbers in the mathematics method course module. The levels and types of teacher questioning were described. ANOVA analyses were conducted to compare the differences in the number of questions between the three levels and between the three types of questions at each of the three levels. Regression analyses were conducted to examine the extent to which their knowledge of using concrete models developed in the methods course module influences teacher questioning. The study showed that preservice teachers made significant progress in their knowledge of using concrete models for teaching whole numbers after the mathematics course module of whole numbers. It also showed that most preservice teachers asked questions at all three levels, and preservice teachers asked questions of 4 – 8 types with an average of 5 types. Few preservice teachers asked questions of symbol type at the factual level, questions of synthesis type at the conceptual level, and questions of assessment type at the proving level. Preservice teachers asked more questions at the conceptual level than at the providing level. The number of questions at the factual level is not significantly different from the number of questions at the conceptual level and the procedural level, respectively. At the factual level, preservice teachers asked few questions of symbol type. They asked significantly more questions of academic word type and procedural step type. At the conceptual level, preservice teachers asked few questions of synthesis type. They asked significantly more questions of comprehension type and application type. At the proving level, preservice teachers asked few questions of assessment type. They asked more questions of analysis type and clarifying type. Preservice teachers’ knowledge of using concrete models contributed significantly to the comprehension questions. The effect size varies with the question types, with a large effect size for the comprehension type questions, the medium effect size for the assessment type questions, and a small to minimal effect size for the other types of questions. The findings of the dissertation suggest that while it is significant to use concrete models to train preservice teachers in the mathematics methods course, it is also important to include other interventions to deepen preservice teacher mathematics content knowledge and broaden other kinds of knowledge, such as the knowledge of questioning levels and types, in the mathematics methods course.Item Effectiveness of TAP rubric in improving K-12 teacher candidates’ teaching performance(2021-08) Shi, Yujuan; Lee, Jaehoon; Hamman, Douglas; Wang, Jian; Little, Todd D.With the teacher evaluation policy moved from emphasizing school performance to the effectiveness of individual teachers, evaluations for teacher’s teaching performance have been viewed as critical methods to enhance their teaching competence. Evaluations of teachers’ teaching help detect teachers’ weakness and strength in teaching, promoting teacher preparation programs and informing policy-making decisions. The purpose of this study was to examine the psychometric properties of the Teacher Advancement Program (TAP) rubric in a teacher preparation program and the nature of changes in the teacher candidates’ TAP scores. This study employed Cronbach’s alpha, CFA model, and multilinear regressions for measuring the reliability and validity of the TAP rubric in the current study. A panel model and a growth curve model were applied in testing the changes of the TAP scores, teacher candidates’ teaching beliefs, and student achievement. Results of the reliability and validity of the TAP rubric indicated that the TAP evaluation has stable psychometric properties. Results of the panel model and growth curve model indicated that TAP scores, teacher candidates’ teaching belief and student achievement growth have been elevated within the field teaching. Changes in the TAP scores had an effect on the changes in teaching beliefs and student achievement, but they had little relationships between the time points. These findings offer evidence of the effectiveness of the TAP rubric in some teacher preparation programs and provide policymakers a better knowledge base to improve evaluation policies for teacher candidates.Item Examining elementary preservice teachers’ transfer of mathematical specialized content knowledge about place value of whole numbers(2021-12) Wang, Guoxiang; Wang, Jian; Flores, Raymond; Zimmerman, AaronResearchers frequently fail to identify the effectiveness of teacher education in facilitating its graduates’ transfer of knowledge from learning context to teaching milieu. One of the reasons for the failure may be that they do not pay due attention to the specific content and context involved in transfer. This dissertation examines the transfer of preservice teachers’ specialized content knowledge about place value of whole numbers from learning to microteaching and teaching. It serves two goals: First, it investigates how well preservice teachers are able to acquire specialized content knowledge about place value in an elementary mathematics methods course. Second, it measures the extent to which they can transfer the specialized content knowledge developed in their methods course to microteaching and teaching practice in their practicum classrooms associated with the methods courses. To achieve the goals, this dissertation studies 37 preservice teachers’ learning and applying of specialized content knowledge about place value of whole number. Five sets of data are collected: 1) pre-test, 2) post-test, 3) microteaching plans, 4) microteaching videos, and 5) teaching practice videos. To analyze preservice teachers’ acquisition of specialized content knowledge, the difference between their performance on pre-test and post-test is calculated and tested using Wilcoxon signed-rank test. To determine the extent to which they transfer the acquired specialized content knowledge developed in methods course to microteaching and teaching contexts and from microteaching to teaching, further statistical analyses are executed including Fisher’s Exact Test and Spearman Correlation. The dissertation reveals a significant and positive growth in preservice teachers’ specialized content knowledge on the overall level and on its three specific sub-dimensions⸺ using manipulatives, making explanations, and justifying student works in the mathematics methods course module. However, the transfers from knowledge development to microteaching and to teaching practice are not significant. From microteaching to teaching practice, the overall transfer effect is not significant either. Nevertheless, the transfer effect is significant on two sub-dimensions of specialized content knowledge⸺ using manipulatives and making explanations.Item Examining elementary teacher candidates’ transfer of higher cognitive questioning skills from science methods course to associated field practice: A mixed methods approach(2019-12) Sneed, Stacey; Wang, Jian; Zimmerman, Aaron; Wang, JianlanThe goal of science education is to develop scientifically literate students who are capable of synthesizing information, critiquing current developments and generating innovative ideas to improve our global community. However, for students to perform at this higher cognitive level, science teachers must be knowledgeable and proficient at encouraging students to think at this level. Research continues to advocate for higher cognitive teacher questions in the science classroom because higher cognitive teacher questions are able to support students’ development of critical thinking skills. Yet, it is rare to hear higher cognitive teacher questions in the science classrooms today. The purpose of this mixed methods study was to examine the influence of science methods courses on teacher candidates’ knowledge of cognitive teacher questions and how content and context may influence the elementary teacher candidates’ ability to demonstrate a learned skill, pose higher cognitive questions, during a science lesson. I utilized 91 elementary teacher candidates’ pre-tests, post-tests, video-recorded science lessons, and science lesson plans to analyze how teacher candidates transferred their knowledge and use of science content and cognitive questions from the science methods course to an elementary science classroom. The findings suggest the science methods course had a significantly positive influence on the teacher candidates’ science content knowledge and there was a significant relationship between the number of higher cognitive questions based on with whom the teacher candidates performed their science lesson. However, the findings were unable to explain the relationship between the teacher candidates’ knowledge and the number of higher cognitive questions asked during a science lesson.Item Examining the impact of instructor-generated video in online graduate courses(2021-12) Cisneroz, Anica; Cruz, Joshua; Wang, Jian; Livengood, KimberlyAs the online platform grows and advancements in technology continue to offer new opportunities for learning, institutions will continuously need to seek out strategies that afford students the best opportunity to make meaningful connections from the convenience of their homes. This qualitative case study sought to explore the impact of instructor-generated videos in the online graduate classroom based on the perceptions of both students and instructors. Data was collected through student surveys, student focus groups, and interviews with instructors. Using the Community of Inquiry (COI) framework and the Cognitive Theory of Multimedia Learning (CTML), data was examined to determine the role video instruction has in the asynchronous learning environment. This study found that students perceived video as promoting instructor immediacy, clarity, and engagement. Instructors within the study expressed that video served an effective instructional tool for sharing expertise and offered a means for differentiating their instruction. Additionally, instructor-generated video provided an opportunity for instructors to present themselves as authentic and approachable. Based on both student and instructor responses, strategies for effective video creation are discussed. The implications of this research inform the knowledge base surrounding the implementation of instructor made videos. Results encourage the use of instructor-generated video within online courses and provide direction for creating more impactful multimedia.Item Explorations of impacts of a teacher preparation program and diverse classroom contexts on elementary math teachers' knowledge and practice(2016-12-12) Mayhall, Dana Lynn; Wang, Jian; Price, Margaret A.; Flores, Raymond A.; Scott, JillThis qualitative comparative case study examined the interactive influences of the university teacher preparation program and the cultural context of student diversity in the classroom on elementary mathematics teachers’ conceptual knowledge and practices of mathematics teaching. Mathematical Knowledge for Teaching framework, the procedural and conceptual mathematics teaching theory and situated learning theory guided the design, data collection and analysis of the study. Data sources included interviews, classroom observations, the Mathematics Teaching and Mathematics Self-Efficacy scale (MTMSE), the Culturally Responsive Teaching Self-Efficacy scale (CRTSE), student testing data, and documents from the university teacher preparation program. These data were analyzed in two phases. Four case studies were developed based on the initial data analysis, and then a comparative analysis was done with the data from the four cases. Findings revealed that pre-service teachers should be prepared in content knowledge and conceptual-based teaching strategies through rigorous curriculum and multiple field experiences to sustain the program’s influence in a variety of school contexts.Item Grit, interest, effort, and achievement in mathematics and science of eighth-grade students in economically developed and developing countries(2019-08) Kirman, Elizabeth Ann; Smith, Walter S.; Royce, Christine Anne; Wang, JianThe global STEM market is facing a significant shortage of workers. Research has shown that eighth-graders are an important age to study because students’ lose motivation in science and mathematics after elementary school removing them out of the STEM pipeline. This study aims to examine the role of grit, consistency of interest, and perseverance of effort on students’ mathematics and science achievement on the 2015 Trends in Mathematics and Science Study (TIMSS). Building on existing research on grit and achievement, it asks: (a) Was there a difference in grit scores between countries based on the United Nations Classification of developing versus developed? (b) To what extent did grit among an international sample of eighth-grade students influence students’ mathematics and science achievement, (c) What was the impact of the grit constructs (i.e., consistency of interest and perseverance of effort) on students’ achievement in mathematics and science Fitted to test the research questions, three-level Hierarchical Linear Models (HLM) accounted for the nested data structure where students (level 1) were nested within classes (level 2) and classes were nested within countries (level 3). Analysis of the data revealed some interesting findings: (a) students from developing countries had higher grit, interest, and effort scores compared to developed countries, (b) students from developed countries had higher mathematics and science achievement compared to developing countries, (c) grit positively predicted mathematics and science achievement in all students, (d) interest positively predicted mathematics and science achievement for all students, (e) effort inversely predicted mathematics and science achievement for all students, (f) grit by developed or developing country status added only a small additional predictor of students’ mathematics achievement compared to grit alone, and (g) grit by developed or developing country status was not a significant predictor of students’ science achievement. Further research is needed to identify factors that strengthen students’ motivation and achievement in mathematics and science in order for them to enter the STEM career pipeline.Item Influence of van Hiele theory-based interventions on elementary preservice teachers’ knowledge and practice of teaching 2-dimensional shapes: A mixed methods study(2018-12) Yi, Minju; Wang, Jian; Flores, Raymond; Dwyer, Jerry; Lee, JaehoonGeometry is an important area of mathematics due to its rich connections with other areas of mathematics as well as its wide use in real life. Unfortunately, students experience difficulties in learning basic concepts and problem-solving in geometry. Geometry is also a challenging topic for teachers to teach. They have shown lack of geometry content knowledge and inability to recognize gaps and levels of students’ thinking. Hence, preparing preservice teachers (PSTs) for quality geometry teaching is a central task for teacher education programs. To support PSTs’ learning to teach geometry, this study examined the influence of van Hiele theory-based interventions implemented in a mathematics methods course on elementary PSTs’ knowledge and practice development of teaching 2-dimensional (2-D) shapes, using a mixed methods design. This study was conducted at a teacher education program in a university in the Southwestern United States. Drawing on 307 elementary PSTs’ pretest and posttest scores, the quantitative phase examined the effects of the designed interventions on elementary PSTs’ development of three types of geometry knowledge for teaching 2-D shapes: geometry content knowledge (GCK), knowledge of geometry and students (KGS), and knowledge of geometry and teaching (KGT), and the relationships among them. The qualitative phase investigated how well elementary PSTs were able to enact those three types of knowledge in teaching practice by analyzing four participants’ geometry lessons with K-6 students at their field practicum schools. The quantitative results indicated that the van Hiele theory-based interventions had significantly positive impacts on all three types of participants’ of geometry knowledge for teaching 2-D shapes, suggesting the possibilities of developing elementary PSTs’ both content and pedagogical content knowledge for teaching geometry through well-designed interventions. In addition, the association between the GCK and KGS became stronger than the association between the GCK and KGT after the interventions, suggesting that the intervention activities were effective for making connections between elementary PSTs’ GCK and KGS. The qualitative findings showed that participants’ enactment of the each kind of knowledge in teaching practice was overall influenced by their level of the knowledge but not consistently, especially in the enactment of GCK and KGS. This study also revealed the critical role of GCK on elementary PSTs’ enactment of KGS and KGT in teaching practice. The discrepancy between their knowledge and practice development found in this study partially supports the van Hiele theory. This study suggests that both the van Hiele theory and Ball, Thames, and Phelps’s mathematical knowledge for teaching framework may be used to design intervention activities for developing elementary PSTs’ knowledge and practice in teaching geometry because they supplement each other.Item Influences of balanced literacy instruction on reading performances of English learners and native-English speakers: An analysis of large-scale assessment using PIRLS(2021-12) Guo, Lu; Wang, Jian; Lesley, Mellinee; Lee, JaehoonFor years, scholars and policymakers have been encouraging teachers to implement a balanced literacy instruction. However, the effects of balanced literacy instruction on the reading comprehension of students from different backgrounds have not been carefully examined in the current literature. Using the 2016 International Reading Literacy Study, this dissertation examines the performance differences in getting direct information and interpreting information of English language learners and native-English speakers. how teachers used different focuses and activities of balanced literacy instruction, and the effects of these focuses and activities on the two kinds of reading performances of native-English speakers and English language learners after controlling the influences of students' home reading resources and their enjoyment of reading. It found that native-English speakers performed better than English Language Learners in getting direct information and interpreting information. Teachers intended to implement teacher-directed activities and independent learning activities for native-English speakers’ students. In contrast, English language learners received more student-led activities than other instructions associated with balanced literacy. Meanwhile, teacher-directed activities were beneficial for native-English speakers and English language learners regarding their reading outcomes in getting direct information and interpreting the information. While students' enjoyment of reading was a negative factor in influencing fourth graders’ reading performance, their home reading resources positively influenced their reading outcomes.Item Matriculate and remediate: An alternative approach to math remediation at a 2-year college(2016-08-19) Welcome, Natalie Banks; Greenhalgh-Spencer, Heather; Kenna, Joshua; Wang, JianThis mixed methods action research study examines the academic experiences of students enrolled in College Algebra at a 2-year college. The course involved 16 college students, some not having met prerequisite requirements and all having unlimited access to remediation tools–accommodating resources and support services embedded within the context of the course. Student test scores, including self-efficacy exam scores, placement exam scores, and final exam scores, along with the instructor’s research journal, were analyzed. It has been determined that students with developmental math needs will have difficulty completing College Algebra, although completion can be achieved. Institutional policy changes have been recommended.Item Nontraditional students’ perceptions of autonomous learning and factors(2019-12) Hoyt, Mary Jean; Wang, Jian; Flores, Raymond; Maina, FaithAs the number of nontraditional students choosing to enter college increases, many of them find themselves relegated to developmental mathematics courses. These courses function as gatekeepers to other college-level courses. For many universities and colleges, supporting nontraditional students on their path to success in developmental mathematics has become a priority. Retaining nontraditional students and ensuring their success in developmental mathematics has caused many institutions to introduce an autonomous learning model which increases students’ self-efficacy, persistence, and thus, enables success in such courses. The intrinsic case study drew on data collected from seven nontraditional students enrolled in a developmental mathematics course designed with autonomous learning. The qualitative study examined nontraditional students’ perceptions and experiences to answer the questions of what they learned, how they learned, and their perceptions of learning in an autonomous learning environment. The study found that nontraditional students enrolled in a developmental mathematics class designed with autonomous learning did as well as their peers, but the format may be more beneficial to nontraditional students by allowing them to increase their self-efficacy skills and self-confidence. The course design encouraged nontraditional students to successfully complete the course and progress to college level courses, yet students may complete the course with gaps in their learning affecting future coursework.Item Optimal Design of Slit Impeller for Low Specific Speed Centrifugal Pump Based on Orthogonal Test(2021) Yang, Yang; Zhou, Ling; Zhou, Hongtao; Lv, Wanning; Wang, Jian; Shi, Weidong; He, ZhaomingMarine centrifugal pumps are mostly used on board ship, for transferring liquid from one point to another. Based on the combination of orthogonal testing and numerical simulation, this paper optimizes the structure of a drainage trough for a typical low-specific speed centrifugal pump, determines the priority of the various geometric factors of the drainage trough on the pump performance, and obtains the optimal impeller drainage trough scheme. The influence of drainage tank structure on the internal flow of a low-specific speed centrifugal pump is also analyzed. First, based on the experimental validation of the initial model, it is determined that the numerical simulation method used in this paper is highly accurate in predicting the performance of low-specific speed centrifugal pumps. Secondly, based on the three factors and four levels of the impeller drainage trough in the orthogonal test, the orthogonal test plan is determined and the orthogonal test results are analyzed. This work found that slit diameter and slit width have a large impact on the performance of low-specific speed centrifugal pumps, while long and short vane lap lengths have less impact. Finally, we compared the internal flow distribution between the initial model and the optimized model, and found that the slit structure could effectively reduce the pressure difference between the suction side and the pressure side of the blade. By weakening the large-scale vortex in the flow path and reducing the hydraulic losses, the drainage trough impellers obtained based on orthogonal tests can significantly improve the hydraulic efficiency of low-specific speed centrifugal pumps.Item Preservice Elementary Teachers’ Beliefs about Reform-Based Science Teaching and Learning(2017-05) Hungerford, Brenda; Wang, Jian; Hamman, Doug; Marshall, Jeff; Smith, WalterThe quality of elementary preservice science teachers’ learning to teach science depends upon their reform-minded beliefs about science teaching and learning. Framed by the sociocultural model of embedded belief systems and alternative conceptions of mentor-novice relationships, this two phase, mixed methods dissertation study used survey and interview data to determine whether, and to what extent, elementary preservice teachers’ beliefs changed during student teaching in the direction of traditional or reformed science teaching; which beliefs are the most popular; how past learning histories influenced beliefs; and how the personal learning histories and mentors influenced the science teaching belief system. In the first phase, it surveyed one cohort of elementary teachers enrolled in a teacher preparation program at a public school in the Southwest United States and found a significant, and mostly positive, difference exists between the participants’ initial and final beliefs, which suggests that preservice teachers’ became more reform-minded after student teaching. Some reformed beliefs were widely supported, but many traditional beliefs persisted after student teaching. In the second phase, it analyzed survey and interview data from two preservice elementary teachers with different initial beliefs of science teaching and found that both preservice teachers showed an increase in their degree of reform-mindedness at the conclusion of the student teaching year. In both cases, the past learning histories seemed to influence the degree of reform-mindedness achieved by the end of the program, but the mentors influenced multiple aspects of the preservice teacher’s belief system.Item Preservice teachers’ knowledge development for teaching addition and subtraction word problem solving, microteaching and classroom teaching practices(2021-05) Zhang, Shuang; Wang, Jian; Flores, Raymond; Zimmerman, Aron; Wang, JianPreservice teacher’s knowledge is assumed to impact their teaching practice and then influence students’ knowledge and achievement. Based on the theories of word problem type, the process of solving word problems, and transfer theory, this study examined the relationship between preservice teachers’ knowledge development on word problem solving, microteaching, and classroom teaching practice in mathematics method course by using concurrent triangulation of mixed methods. By running a paired t-test of 45 preservice teachers’ pre-and post-assessment, the study found that preservice teachers substantially developed their knowledge of word problem types and the process of solving word problems after a three-week module intervention in a mathematics methods course. Results suggested that preservice teachers’ knowledge of identifying join and compare problem, and using the process of word problem solving displayed in the post-assessment was significantly related to their performance in these aspects and in translating and providing solution strategies in microteaching. The correlation and regression analysis revealed that preservice teachers could not apply their knowledge shown in the post-assessment to their microteaching and classroom teaching practice overall. However, the knowledge they developed in this module could impact their performance on certain aspects. For example, preservice teachers’ knowledge of using word problem solving process displayed in the post-assessment could positively influence their ability on using different solution strategies for teaching in the classrooms. This study found that preservice teachers’ overall microteaching performance on solving word problems in general and their microteaching in translating and representing word problems could influence these areas in their classroom teaching practices.Item Pro-environmental behaviors in adolescents: An exploration of the influence of childhood experiences in nature on the environmental stewardship of high school students(2020-05) Hoover, Katherine Street; Wang, Jian; Wang, Jianlan; Smith, WalterThis study examines the relationships between childhood participation in appreciative, consumptive, and abusive types of outdoor activities and the connection to nature, environmental attitudes, and four specific types of pro-environmental behaviors in high school students through the lens of the Theory of Planned Behavior (Ajzen, 1991). A questionnaire, including Likert-type and open-ended questions, was given to 140 racially mixed, suburban, largely college-bound Texas high school students. The major results indicate a positive correlation between appreciative types of childhood outdoor activities and both connection to nature and environmental citizenship behaviors. Appreciative outdoor activities were found to predict 12.3% of the variance in citizenship behaviors, and connectedness to nature predicted another 8.9%. Results also indicated that those individuals who participated in more consumptive outdoor activities in childhood were slightly less likely to maintain a pro-environmental attitude. Behavioral pathways and implications for interventions related to the development of pro-environmental behaviors in high school students are discussed.