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Investigating science teachers’ interpretations of motivating features of inquiry-based science curriculum and their enactment decision making

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TitleInfo
Title
Investigating science teachers’ interpretations of motivating features of inquiry-based science curriculum and their enactment decision making
Name (type = personal)
NamePart (type = family)
Witham
NamePart (type = given)
Shelly
NamePart (type = date)
1977-
DisplayForm
Shelly Witham
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Chinn
NamePart (type = given)
Clark
DisplayForm
Clark Chinn
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Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Rogat
NamePart (type = given)
Toni
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Toni Rogat
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Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = personal)
NamePart (type = family)
Golbeck
NamePart (type = given)
Susan
DisplayForm
Susan Golbeck
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = personal)
NamePart (type = family)
Krockover
NamePart (type = given)
Gerald
DisplayForm
Gerald Krockover
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
School of Graduate Studies
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2019
DateOther (qualifier = exact); (type = degree)
2019-01
CopyrightDate (encoding = w3cdtf)
2019
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
It is challenging to motivate and deeply engage students in inquiry-based science settings. Inquiry tasks are difficult, require the coordination of deep-level learning strategies, and extend over time. Despite these challenges, the curriculum supports found in inquiry-based curricula have the potential to provide optimal conditions for high quality motivational enactment in support of students’ basic need for autonomy. The existing literature has not yet provided insights into how teachers draw on inquiry curriculum with autonomy-supportive features and translate it into high quality enactment. Thus, we need information about how teachers work with, optimize, supplement and modify inquiry materials to have a fuller understanding of how their enactment supports student autonomy in optimal ways within inquiry contexts. The purpose of this study was to (1) examine how teachers interpret and notice the autonomy supportive features provided within inquiry curricula, (2) investigate the particular modifications and revisions teachers make when considering enactment of these motivating features, and (3) explore the rationales and reasons behind these enactment decisions. Data was collected from interviews and classroom observations from four inquiry teachers to examine how they augment, diminish, or enact as intended autonomy-supportive curriculum features. Teachers planned to enact the curriculum as intended 78% of the time and planned modifications 22% of the time. Encouragingly, 56% of these planned modifications enhanced student autonomy. Reasons influencing teachers to adopt autonomy-supportive practices were driven not only by teaching pressures, but also by various supports. Implications for inquiry curriculum developers and for elaborating our understanding of autonomy-supportive practices within inquiry contexts will be discussed. Findings underscore the importance of accounting for motivation curricular features in combination with teachers’ motivational beliefs as antecedents to their resulting motivational enactment.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Science teachers--Training of--United States
Subject (authority = ETD-LCSH)
Topic
Science--Study and teaching--Curricula
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_9440
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (184 pages) : illustrations
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Shelly Anne Witham
RelatedItem (type = host)
TitleInfo
Title
School of Graduate Studies Electronic Theses and Dissertations
Identifier (type = local)
rucore10001600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/t3-dm67-7080
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Witham
GivenName
Shelly
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2018-12-18 09:59:17
AssociatedEntity
Name
Shelly Witham
Role
Copyright holder
Affiliation
Rutgers University. School of Graduate Studies
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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
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ETD
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windows xp
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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2018-12-16T23:59:44
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2018-12-17T00:01:12
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Acrobat Distiller 19.0 (Windows)
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