Year: 2013
Type: conference-paper
Abstract: Global competitiveness challenges regarding 21st century workforce skills in STEM-based careers have increased. Strategic interventions for the K-12 educational system are imperative for post-secondary opportunities. This mixed method sequential explanatory, quantitatively dominant study will survey N=300 teachers from urban, suburban and rural RI schools to assess frequency and level of inquiry related to Webb’s depth of knowledge and teacher inquiry self-efficacy. Descriptive and inferential statistics t-test and ANOVA) will be used to analyze the survey responses and teacher demographic data. Three follow-up focus groups will illuminate teacher self-efficacy regarding inquiry. Findings will be of interest to varied stakeholders regarding workforce readiness through 21st century skill proficiency. I. STUDY PURPOSE This study will explore teacher self-efficacy in regards to inquiry practices used to develop students ’ analytical habits of mind accounting for Webb’s depths of knowledge (DOK) levels (Webb, 2009). The following will be addressed:
Author: Kimberly A. Laliberte
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W90550001