2026-09-18T19:36:03Zhttps://dspace.mit.edu/server/oai/requestoai:dspace.mit.edu:1721.1/1043132022-01-13T07:55:22Zcom_1721.1_7582com_1721.1_7581col_1721.1_131024
Justin Reich.
Madera, Raul J
Massachusetts Institute of Technology. Department of Materials Science and Engineering.
Massachusetts Institute of Technology. Department of Materials Science and Engineering
2016-09-13T19:24:29Z
2016-09-13T19:24:29Z
2016
2016
http://hdl.handle.net/1721.1/104313
958279043
Thesis: S.B., Massachusetts Institute of Technology, Department of Materials Science and Engineering, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 31-33).
Teacher perception of control, teacher beliefs, and school culture are important variables in shaping a STEM classroom. This pilot study explores the connectedness of classroom practice, teacher perceptions, and school culture through observational case studies of two classrooms, one in an urban public school and another in a suburban private school. Evidence including classroom observations, teacher interviews, and examining documentation was evaluated by using an established observation protocol called the Reformed Teaching Observation Protocol, or RTOP (Sawada, Pibum, Judson, Turley, Falconer, Benford,, & Bloom, 2002). Interview data suggests that both teachers had similar perceptions of effective STEM education, yet their classroom practice was very different. While teacher's perceptions were similar, the school culture as portrayed by the school websites and documentation was very different. The urban public school was focused on student character development and standardized test preparation, while the suburban private school focused more on fostering student thinking. This small glimpse into the relationship between beliefs, practice, and norms could suggest that different school cultures may influence the teachers' practices.
by Raul J. Madera.
S.B.
50 pages
eng
Massachusetts Institute of Technology
M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission.
http://dspace.mit.edu/handle/1721.1/7582
Materials Science and Engineering.
Investigating the impact of beliefs, norms, and culture on teachers in both a comprehensive middle school and STEM-focused middle school
Thesis
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Publication
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<Abstract>Teacher perception of control, teacher beliefs, and school culture are important variables in shaping a STEM classroom. This pilot study explores the connectedness of classroom practice, teacher perceptions, and school culture through observational case studies of two classrooms, one in an urban public school and another in a suburban private school. Evidence including classroom observations, teacher interviews, and examining documentation was evaluated by using an established observation protocol called the Reformed Teaching Observation Protocol, or RTOP (Sawada, Pibum, Judson, Turley, Falconer, Benford,, & Bloom, 2002). Interview data suggests that both teachers had similar perceptions of effective STEM education, yet their classroom practice was very different. While teacher's perceptions were similar, the school culture as portrayed by the school websites and documentation was very different. The urban public school was focused on student character development and standardized test preparation, while the suburban private school focused more on fostering student thinking. This small glimpse into the relationship between beliefs, practice, and norms could suggest that different school cultures may influence the teachers' practices.</Abstract>
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