Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorEchazarreta, Katherine Robertaen
dc.date.accessioned2013-06-25T18:40:00Z
dc.date.available2013-06-25T18:40:00Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1218en
dc.description.abstractIn this study I looked at the effects of substitute teaching in science and math classes. There are several different points of view with regard to substitute teaching; the substitute teacher, the students, the contracted teacher, and the administration. I looked at the substitutes', the students', and the teachers' points of view on the effectiveness of substitute teaching. Most perceive that having a substitute is like having a "cake day." That should not be the case. What happens when they actually have to apply science or math? What happens when students are expected to learn from a substitute teacher? I looked at the students' attitudes, their acquired knowledge from a topic that I taught, their expectations, my expectations for them, and the expectations of the absent contract teacher.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshSubstitute teachers.en
dc.subject.lcshMathematics Study and teaching.en
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshStudent evaluation of teachers.en
dc.titleWhat is the effect of having a substitute teacher in a science or math class : is it a productive class?en
dc.typeProfessional Paperen
dc.rights.holderCopyright Katherine Roberta Echazarreta 2011en
thesis.catalog.ckey1721833en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage82en
mus.relation.departmentIntercollege Programs for Science Education.en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record