Research Project Example

This study examined the influence of field placements settings with varying demographic profiles on preservice elementary teachers. Data were gathered at three points during the participants' final year in their teacher preparation program in order to chart changes over time in science teaching self-efficacy beliefs. These measures were supplemented by interviews to chart changes over time in science teaching self-efficacy beliefs.

In my dissertation I analyze the significant points of contact that link the works of Karl Marx and John Dewey. In part one I unearth and examine the link between Marx's concept of "human emancipation" and Dewey's concept of "growth." This link has remained buried under the simplistic conceptions of Marx-ism and Dewey-ism that arose during the Cold War and continue to populate contemporary political thought.

Our society's preoccupation with making educational policy and practice "scientific" is attested to by the stated mission of the Institute of Education Sciences: "to provide rigorous evidence on which to ground education practice and policy." Early in the twentieth century, John Dewey also advocated for a vision of education guided by science, and more recent scholarship has validated many of his ideas.

The writers draw lessons from John Dewey's work for educating the whole student in the context of high stakes testing. They outline best practices relating to three fundamental aspects of curriculum identified by Dewey: development of intelligence, acquisition of socially useful skills, and the individual's healthy growth.

This study examined the influence of field placements settings with varying demographic profiles on preservice elementary teachers. Data were gathered at three points during the participants' final year in their teacher preparation program in order to chart changes over time in science teaching self-efficacy beliefs. These measures were supplemented by interviews to chart changes over time in science teaching self-efficacy beliefs.

In my dissertation I analyze the significant points of contact that link the works of Karl Marx and John Dewey. In part one I unearth and examine the link between Marx's concept of "human emancipation" and Dewey's concept of "growth." This link has remained buried under the simplistic conceptions of Marx-ism and Dewey-ism that arose during the Cold War and continue to populate contemporary political thought.

Our society's preoccupation with making educational policy and practice "scientific" is attested to by the stated mission of the Institute of Education Sciences: "to provide rigorous evidence on which to ground education practice and policy." Early in the twentieth century, John Dewey also advocated for a vision of education guided by science, and more recent scholarship has validated many of his ideas.

The writers draw lessons from John Dewey's work for educating the whole student in the context of high stakes testing. They outline best practices relating to three fundamental aspects of curriculum identified by Dewey: development of intelligence, acquisition of socially useful skills, and the individual's healthy growth.