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Teacher Education and Professional Development
Department of Teaching, Learning, and Teacher Education: Faculty Publications
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Preparing Teachers To Create A Mainstream Science Classroom Conducive To The Needs Of English-Language Learners: A Feminist Action Research Project, Gayle A. Buck, Colette Mast, Nancy Ehlers, Elizabeth Franklin
Preparing Teachers To Create A Mainstream Science Classroom Conducive To The Needs Of English-Language Learners: A Feminist Action Research Project, Gayle A. Buck, Colette Mast, Nancy Ehlers, Elizabeth Franklin
Department of Teaching, Learning, and Teacher Education: Faculty Publications
A feminist action research team, which consisted of a science educator, an English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: …
An Action Research Project On Preparing Teachers To Meet The Needs Of Underserved Student Populations, Gayle A. Buck, Jeanene G. Cordes
An Action Research Project On Preparing Teachers To Meet The Needs Of Underserved Student Populations, Gayle A. Buck, Jeanene G. Cordes
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The focus of this action research study was on the initial stage in reforming our teacher preparation programs. We designed, conducted, evaluated, and revised the components of our teacher preparation programs that were aimed at providing preservice teachers with the confidence and knowledge needed to meet the needs of youth populations underserved in science education. The conceptual framework of this study predicted that providing preservice teachers with experiences in teaching science to at-risk youth in a nonformal educational setting and that exploring these experiences in a seminar setting will increase the teachers’ confidence and knowledge in regard to teaching science …
Explicit Reflective Nature Of Science Instruction: Evolution, Intelligent Design, And Umbrellaology, Lawrence C. Scharmann, Mike U. Smith, Mark C. James, Murray Jensen
Explicit Reflective Nature Of Science Instruction: Evolution, Intelligent Design, And Umbrellaology, Lawrence C. Scharmann, Mike U. Smith, Mark C. James, Murray Jensen
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The investigators sought to design an instructional unit to enhance an understanding of the nature of science (NOS) by taking into account both instructional best practices and suggestions made by noted science philosopher Thomas Kuhn. Preservice secondary science teachers enrolled in a course “Laboratory Techniques in the Teaching of Science” served as participants in action research. Sources of data used to inform instructional decisions included students’ written reaction papers to the assigned readings, transcribed verbal comments made during class discussions and other in-class activities, and final reflection essays. Three iterative implementations of the instructional unit were attempted. The objectives of …
Evaluative Case Study Of A Summer Academy Program, Elizabeth Wallace, Jon E. Pedersen
Evaluative Case Study Of A Summer Academy Program, Elizabeth Wallace, Jon E. Pedersen
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The demands for technological workers have prompted a national effort to encourage all sectors of the population to consider careers in mathematics and science (National Council of Teachers of Mathematics, NCTM, 1989; NSF, 1988; Task Force, 1989). Yet students are not electing to enroll in science in school. One possible solution to increase interest in science is through summer programs. The Summer Academy in Plant Biology and Transgenics hosted by the Western Oklahoma State College, the Samuel Roberts Noble Foundation and the Oklahoma State Regents for Higher Education, is an intervention program in science for talented students and, in particular …