Educational leaders' perspectives of high school science education in Newfoundland and Labrador
Thesis (M.Ed.)--Memorial University of Newfoundland, 2009. Education Includes bibliographical references (leaves 120-124) This qualitative study examined the perspectives of educational leaders in Newfoundland and Labrador regarding high school science education. A questionnaire was emailed to 20 pa...
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ftmemorialunivdc:oai:collections.mun.ca:theses4/121991 2023-05-15T17:23:33+02:00 Educational leaders' perspectives of high school science education in Newfoundland and Labrador Walsh, Amanda Marie, 1982- Memorial University of Newfoundland. Faculty of Education Canada--Newfoundland and Labrador; 2009 x, 136 leaves Image/jpeg; Application/pdf http://collections.mun.ca/cdm/ref/collection/theses4/id/121991 Eng eng Electronic Theses and Dissertations (17.04 MB) -- http://collections.mun.ca/PDFs/theses/Walsh_Amanda.pdf a3243854 http://collections.mun.ca/cdm/ref/collection/theses4/id/121991 The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries School administrators--Newfoundland and Labrador--Attitudes Science--Study and teaching (Secondary)--Newfoundland and Labrador Text 2009 ftmemorialunivdc 2015-08-06T19:22:24Z Thesis (M.Ed.)--Memorial University of Newfoundland, 2009. Education Includes bibliographical references (leaves 120-124) This qualitative study examined the perspectives of educational leaders in Newfoundland and Labrador regarding high school science education. A questionnaire was emailed to 20 participants including principals, vice principals, science department heads, lead teachers and directors from across the province. Participants responded to questions regarding scientific literacy, issues in science education and the link between science education and the workforce. -- Responses were subjected to qualitative analysis and yielded a number of emergent themes and predominant categories. The study was driven by the following general research question: What are the perspectives of educational leaders regarding high school science education in Newfoundland and Labrador? The subsidiary research questions were as follows: -- 1. How do principals, science department heads, and lead teachers view science education? -- 2. What does scientific literacy mean to educational leaders in Newfoundland and Labrador? -- 3. What are the major issues facing science educators in Newfoundland and Labrador? -- 4. What are the roles of principals, science department heads and lead teachers in the delivery of science education? -- 5. What are some innovative methods that are used to improve the delivery of science education and to promote scientific literacy in Newfoundland and Labrador? -- 6. How can the delivery of science education be improved to better meet the changing needs of our workforce? -- The study found that educational leaders perceive that science education is important in helping students develop the skills necessary to be contributing members of society. The study's findings included a discussion of the definition of scientific literacy the issues faced by science educators in Newfoundland and Labrador as well as suggestions on how to improve the delivery of science education. Two major findings of the study were that the role of educational leaders in the delivery of science education is not well defined and that rural schools face unique challenges in the delivery of science courses. Text Newfoundland studies University of Newfoundland Memorial University of Newfoundland: Digital Archives Initiative (DAI) Canada Newfoundland |
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Memorial University of Newfoundland: Digital Archives Initiative (DAI) |
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English |
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School administrators--Newfoundland and Labrador--Attitudes Science--Study and teaching (Secondary)--Newfoundland and Labrador |
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School administrators--Newfoundland and Labrador--Attitudes Science--Study and teaching (Secondary)--Newfoundland and Labrador Walsh, Amanda Marie, 1982- Educational leaders' perspectives of high school science education in Newfoundland and Labrador |
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School administrators--Newfoundland and Labrador--Attitudes Science--Study and teaching (Secondary)--Newfoundland and Labrador |
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Thesis (M.Ed.)--Memorial University of Newfoundland, 2009. Education Includes bibliographical references (leaves 120-124) This qualitative study examined the perspectives of educational leaders in Newfoundland and Labrador regarding high school science education. A questionnaire was emailed to 20 participants including principals, vice principals, science department heads, lead teachers and directors from across the province. Participants responded to questions regarding scientific literacy, issues in science education and the link between science education and the workforce. -- Responses were subjected to qualitative analysis and yielded a number of emergent themes and predominant categories. The study was driven by the following general research question: What are the perspectives of educational leaders regarding high school science education in Newfoundland and Labrador? The subsidiary research questions were as follows: -- 1. How do principals, science department heads, and lead teachers view science education? -- 2. What does scientific literacy mean to educational leaders in Newfoundland and Labrador? -- 3. What are the major issues facing science educators in Newfoundland and Labrador? -- 4. What are the roles of principals, science department heads and lead teachers in the delivery of science education? -- 5. What are some innovative methods that are used to improve the delivery of science education and to promote scientific literacy in Newfoundland and Labrador? -- 6. How can the delivery of science education be improved to better meet the changing needs of our workforce? -- The study found that educational leaders perceive that science education is important in helping students develop the skills necessary to be contributing members of society. The study's findings included a discussion of the definition of scientific literacy the issues faced by science educators in Newfoundland and Labrador as well as suggestions on how to improve the delivery of science education. Two major findings of the study were that the role of educational leaders in the delivery of science education is not well defined and that rural schools face unique challenges in the delivery of science courses. |
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Memorial University of Newfoundland. Faculty of Education |
format |
Text |
author |
Walsh, Amanda Marie, 1982- |
author_facet |
Walsh, Amanda Marie, 1982- |
author_sort |
Walsh, Amanda Marie, 1982- |
title |
Educational leaders' perspectives of high school science education in Newfoundland and Labrador |
title_short |
Educational leaders' perspectives of high school science education in Newfoundland and Labrador |
title_full |
Educational leaders' perspectives of high school science education in Newfoundland and Labrador |
title_fullStr |
Educational leaders' perspectives of high school science education in Newfoundland and Labrador |
title_full_unstemmed |
Educational leaders' perspectives of high school science education in Newfoundland and Labrador |
title_sort |
educational leaders' perspectives of high school science education in newfoundland and labrador |
publishDate |
2009 |
url |
http://collections.mun.ca/cdm/ref/collection/theses4/id/121991 |
op_coverage |
Canada--Newfoundland and Labrador; |
geographic |
Canada Newfoundland |
geographic_facet |
Canada Newfoundland |
genre |
Newfoundland studies University of Newfoundland |
genre_facet |
Newfoundland studies University of Newfoundland |
op_source |
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries |
op_relation |
Electronic Theses and Dissertations (17.04 MB) -- http://collections.mun.ca/PDFs/theses/Walsh_Amanda.pdf a3243854 http://collections.mun.ca/cdm/ref/collection/theses4/id/121991 |
op_rights |
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. |
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1766113311739346944 |