{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/97321"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/97321","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"In search of three-dimensional learning: using self-study to change a secondary biology teacher’s practice","abstract":"The purpose of this research project was to provide a model for traditional teachers who want to change their practice using self-study research when professional development is unavailable. Issues and tensions that arise when transitioning from a traditionally taught secondary biology unit to a unit that is more in alignment with the Next Generation Science Standards (NGSS) are explored. Data collection included using field notes, critical friend’s conversations and feedback, video and audio recordings, Educators Evaluating the Quality of Instructional Products (EQuIP) rubric unit evaluations, self-study personal history and class portrait, concept maps, tag clouds, and student work. Data analysis compared the changes in practice that occurred between the enactment of a traditionally taught secondary biology unit, and an instructional unit developed by Project NEURON at the University of Illinois. Changes in teacher understanding of the NGSS, classroom dynamics, curricular alignment with the NGSS, and three-dimensional learning are discussed. The self-study concludes that teacher change can occur using in-depth, critical reflections on practice. Traditional teachers who want to transition to the NGSS and three-dimensional instruction can benefit from the findings of this study. Tensions and issues surrounding science education reforms can give valuable insights to science educators in anticipation of the transition to the NGSS.","abstract_html":"The purpose of this research project was to provide a model for traditional teachers who want to change their practice using self-study research when professional development is unavailable. Issues and tensions that arise when transitioning from a traditionally taught secondary biology unit to a unit that is more in alignment with the Next Generation Science Standards (NGSS) are explored. Data collection included using field notes, critical friend’s conversations and feedback, video and audio recordings, Educators Evaluating the Quality of Instructional Products (EQuIP) rubric unit evaluations, self-study personal history and class portrait, concept maps, tag clouds, and student work. Data analysis compared the changes in practice that occurred between the enactment of a traditionally taught secondary biology unit, and an instructional unit developed by Project NEURON at the University of Illinois. Changes in teacher understanding of the NGSS, classroom dynamics, curricular alignment with the NGSS, and three-dimensional learning are discussed. The self-study concludes that teacher change can occur using in-depth, critical reflections on practice. Traditional teachers who want to transition to the NGSS and three-dimensional instruction can benefit from the findings of this study. Tensions and issues surrounding science education reforms can give valuable insights to science educators in anticipation of the transition to the NGSS.","abstract_has_math":false,"creators":["Henigman, Darin Scott"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Brown, David","Cooke, Richard","Hug, Barbara","Sosnoff, Jacob J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-08-10T19:14:50Z","date_published":"2017-08-10T19:14:50Z","updated_at":"2026-07-22T22:24:32Z","subjects":["Self-study","Next Generation Science Standards (NGSS)","Project NEURON","Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric"],"languages":["en"],"rights":["Copyright 2017 Darin Henigman"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/97321","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brown, David","Cooke, Richard","Hug, Barbara","Sosnoff, Jacob J."]},{"key":"dc:creator","label":"Author","values":["Henigman, Darin Scott"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-08-10T19:14:50Z","2017-04-14","2017-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Self-study","Next Generation Science Standards (NGSS)","Project NEURON","Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Darin Henigman"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/97321"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this research project was to provide a model for traditional teachers who want to change their practice using self-study research when professional development is unavailable. Issues and tensions that arise when transitioning from a traditionally taught secondary biology unit to a unit that is more in alignment with the Next Generation Science Standards (NGSS) are explored. Data collection included using field notes, critical friend’s conversations and feedback, video and audio recordings, Educators Evaluating the Quality of Instructional Products (EQuIP) rubric unit evaluations, self-study personal history and class portrait, concept maps, tag clouds, and student work. Data analysis compared the changes in practice that occurred between the enactment of a traditionally taught secondary biology unit, and an instructional unit developed by Project NEURON at the University of Illinois. Changes in teacher understanding of the NGSS, classroom dynamics, curricular alignment with the NGSS, and three-dimensional learning are discussed. The self-study concludes that teacher change can occur using in-depth, critical reflections on practice. Traditional teachers who want to transition to the NGSS and three-dimensional instruction can benefit from the findings of this study. Tensions and issues surrounding science education reforms can give valuable insights to science educators in anticipation of the transition to the NGSS.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-08-10 without embargo terms","The student, Darin Henigman, accepted the attached license on 2017-04-10 at 14:05.","The student, Darin Henigman, submitted this Dissertation for approval on 2017-04-10 at 14:06.","This Dissertation was approved for publication on 2017-04-14 at 10:26.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10681 on 2017-08-10 at 13:39:03","Made available in DSpace on 2017-08-10T19:14:50Z (GMT). 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