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Type of Document Dissertation Author Lynn, Apryl Charelle Author's Email Address acl_consulting@yahoo.com URN etd-01032008-132607 Title The Nature of Pedagogical Practices Influenced by an Instructor’s Beliefs in an Online Mathematics Education Course Degree Doctor of Philosophy Department Middle and Secondary Education, Department of Advisory Committee
Advisor Name Title Leslie Aspinwall Committee Chair Elizabeth Jakubowski Committee Member Ithel Jones Committee Member Kathleen Clark Committee Member Kenneth Shaw Committee Member Keywords
- Pedagogical Practices
- Mathematics Education
- Web-Based
- Online
- Beliefs
- Pedagogy
Date of Defense 2007-11-07 Availability unrestricted Abstract This qualitative case study evaluated an instructor’s practices and decision making in the online course, Seminar in Teaching Geometry. The focus of the data analysis was to understand and evaluate the instructor’s decisions as they were influenced by the association of belief dimensions and learning-centered orientations. The results were coded based on my interpretation of the framework presented by Samuelowicz and Bain (2001). This framework explains that there are nine belief dimensions and four learning-centered orientations. The data collection involved one case (the instructor), examining the relationship between this instructor’s decision making, class activities, and responses from two students. At the conclusion of the study I presented a model that detailed the findings of this instructor and this online mathematics education course. The model identifies belief dimensions and learning-centered orientations associated with this online mathematics education course. This model will help educators, institutional administration, and students understand the dynamics of an online environment, in hopes of enhancing the experiences for the students and the instructors.Files
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