Committee Chair

Crawford, Elizabeth K.

Committee Member

Taylor, Jessica; Rausch, David W.; Pratt, Allen

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

This dissertation explores the perception of preparedness among elementary teachers to effectively teach three-dimensional science lessons as advocated by the Next Generation Science Standards. A mixed methods approach combining qualitative interviews with quantitative analysis was employed to gain a full understanding of variables that are related to teachers feeling prepared for the classroom and what aspects of teacher preparation and professional experience are areas of success or areas of growth in terms of implementing effective science instruction in a large school district in southeastern Tennessee. Findings revealed teachers completing a full semester of student teaching perceived themselves to be significantly more prepared for the science classroom than those teachers who only completed a partial semester of student teaching. Teacher experience, science methods courses completed, effectiveness of teacher preparation program, and science content knowledge were not shown to have a relationship with teacher perception of preparation for the elementary science classroom. Teachers identified several strengths in teacher preparation programs including firsthand experiences, exemplar professors, and courses designed around education students. On the other hand, weaknesses were identified in teacher preparation programs including limited science coursework, professor limitations, and overall limited preparation for the science classroom. Teachers identified weak preparation in three-dimensional, inquiry-based science in their preparation programs. Ideas to improve teacher preparation were highlighted including a need to focus more heavily on the new science standards, time to create science lessons with colleagues, more time to observe effective science lessons, and more opportunities to teach science lessons in the classroom. In the professional world, teachers identified more time to collaborate with peers, more effective professional development, and a rise in the importance of science teaching as ways to increase teacher preparation for the science classroom. These results indicate a need to revise teacher preparation programs and preparation in the professional world to increase student achievement in elementary science.

Acknowledgments

I would like to express my deepest appreciation to my chair, Dr. Crawford, for her invaluable help through each step of this decade-long educational journey. Thank you for meticulously reading my drafts, answering all my questions, and offering the most helpful feedback. You have never let me settle for good and have always pushed me to reach excellence. I will always be grateful for your guidance. This endeavor would not have been possible without my methodologist, Dr. Taylor. Thank you for helping me through each statistical test, bolstering my confidence when I was unsure, and making the last chapters of my dissertation enjoyable. You were readily available to offer help, and you always helped me laugh through the process. I could not have undertaken this journey without my entire dissertation committee, who provided knowledge and expertise. You all helped me grow as a scholar and a person. You stretched my thoughts and opened my eyes to new perspectives on what learning and leadership mean. I am leaving this program as a vastly different person than the one who began ten years ago. Special thanks to my “Dissertation Girls” and fellow cohort members. I could not have made this journey without you by my side. Barbara, Carshonda, and Denise, you helped me keep pushing when I wanted to stop. Thank you for reminding me to register, letting me vent, and always believing that I could make it. We have created a bond that few will ever understand. Thank you to my biggest supporter and cheerleader through this entire process, my best friend, Allie. Thank you for being my rock and listening to every aspect of my research (probably far more than you wanted to!). Even when things felt overwhelming, you were always there to offer inspiration. A friendship like yours is once in a lifetime, and I feel so lucky to have you in my life. To my friends who I have met throughout each chapter of my life, thank you for supporting my endeavors and always pushing me to be better. I have been so fortunate to be surrounded by a strong group of women who have a passion for learning. I would be remiss in not mentioning my faithful French bulldog, Hank. You have been by my side during this process more than anyone else. You have sat with me through frustrations and tears. You have been next to me through extremely late nights of typing after everyone else went to sleep. You have had to listen to every part of my dissertation many times, and you never complained. Thank you for being the best dog I could ever imagine. Lastly, I would like to thank my parents. Thank you for always believing in my dreams. You have supported me in all my endeavors, no matter how crazy they might be. You have never doubted me and have always been there cheering me on at every step. Your support through every small step of my life has never gone unnoticed. You have shown me love when I am sure I did not always deserve it, and you have always stood by my side through any hardship. You instilled in me the importance of education and a love of learning. You pushed me to stand on my own accomplishments and to work hard for whatever I desired. I will never have enough words to thank you. I love you.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

5-2025

Subject

Education, Elementary; Science--Study and teaching (Elementary)--Tennessee; Science teachers--Training of--Tennessee; Teacher effectiveness

Keyword

teacher preparation; elementary science; three-dimensional science; teacher perception; student teaching; Next Generation Science Standards

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xvi, 257 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/3.0/

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