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Exploring preservice teachers' development of awareness of student thinking

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TitleInfo
Title
Exploring preservice teachers' development of awareness of student thinking
Name (type = personal)
NamePart (type = family)
Pilitsis
NamePart (type = given)
Vicky Kathryn
NamePart (type = date)
1979-
DisplayForm
Vicky Pilitsis
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Duncan
NamePart (type = given)
Ravit
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Ravit Duncan
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Etkina
NamePart (type = given)
Eugenia
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Eugenia Etkina
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon
DisplayForm
Sharon Ryan
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
van Es
NamePart (type = given)
Beth
DisplayForm
Beth van Es
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-10
Place
PlaceTerm (type = code)
xx
CopyrightDate (encoding = w3cdtf)
2014
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Numerous reports have emphasized the need to engage students with the practices of scientific inquiry, specifically model-based inquiry in which students develop models to explain phenomena. A key factor in implementing this practice is the ability for teachers to attend and interpret student learning to guide instructional design. Research shows that experienced teachers’ understanding of learners influences their instructional design; however the research on preservice teachers (PT) has mixed results. For example, several studies have reported that PTs foresee few student learning difficulties when planning lessons while other studies found that PTs do acknowledge the importance of student ideas. Further, even when PTs do acknowledge student thinking, they are not clear what to do to ameliorate these misunderstandings. Being able to attend and respond to student thinking is based on the construct of noticing, which is the ability to notice and interpret significant interactions in the classroom. Due to the complex and dynamic nature of the classroom, it is difficult for PTs to develop these skills in real time due to the logistics involved in obtaining videos of PT instruction and the cognitive load involved in attending to the messy contexts of the real classroom environment. To circumvent this problem, teacher educators can focus on the precursors of noticing including framing and developing an awareness of student thinking; therefore, this dissertation focuses on the development of these precursors. The findings from these three studies will provide teacher education researchers with a clearer picture of where PTs are still struggling in their development; thus, they will be able to design and implement appropriate interventions that can help enhance these practices.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Teachers--Training of
Subject (authority = ETD-LCSH)
Topic
Student teachers
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5789
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 127 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Vicky Kathryn Pilitsis
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3R211T5
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Pilitsis
GivenName
Vicky
MiddleName
Kathryn
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-08-21 09:18:26
AssociatedEntity
Name
Vicky Pilitsis
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-10-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2015-05-02
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 2nd, 2015.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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