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dc.contributor.authorVon Oppell, Monika Ann
dc.contributor.supervisorProf. Barry Fraser
dc.contributor.supervisorAssoc. Prof. Jill Aldridge
dc.date.accessioned2017-01-30T10:17:09Z
dc.date.available2017-01-30T10:17:09Z
dc.date.created2016-09-09T05:25:02Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11937/2094
dc.description.abstract

This study sought to better understand teachers’ implementation of reform initiatives. Multiple research methods, including surveys (N=198 teachers), interviews and observations (N=15 case study teachers) highlighted an incongruence between teachers’ perceived and observed practice. Important factors that influenced implementation were identified, including: lack of knowledge of constructivist practice; misinterpretation of terminology; time constraints; and lack of support from the school administration. The findings could assist in better understanding change in teachers’ practice during education reform.

dc.languageen
dc.publisherCurtin University
dc.titleInvestigating factors that influence change from a traditional to asocio-constructive teaching paradigm: Teachers’ beliefs, alternate conceptions and external factors
dc.typeThesis
dcterms.educationLevelPhD
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access


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