Search results for: Crippen Kent

This study evaluated Gregoire’s (2003) Cognitive–Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project. The project was set in a large school district in the southwestern United States. The authors used a multiple case study method with data from three teacher participants to understand the process of integrating and applying a reform message of inquiry based science teaching. Findings show that the CAMCC functioned well in predicting how these teachers made decisions that impacted how they processed the reform message.

This study investigates the demographic nature and experiences of K–12 online teachers. Findings show that online teachers are experienced in the traditional classroom, as indicated by their years of experience and the level of their advanced degrees. These teachers seek a better means to engage with students and a greater sense of community. Furthermore, they also look for the ability to teach without the constraints of traditional teachings, such as a bell schedule or issues of classroom management.