Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- STEM (2)
- Barriers (1)
- CLD (1)
- Communities of practice (1)
- Cultural and linguistic diversity (1)
-
- E-mentoring (1)
- ELL (1)
- Early field experience (1)
- Education (1)
- English language learners (1)
- Family engagement (1)
- Inquiry (1)
- Online induction (1)
- Parental involvement (1)
- Perceptions of teaching (1)
- Pre-service teachers (1)
- Recruiting STEM teachers (1)
- STEAM (1)
- STEM mindset (1)
- STEM teacher education (1)
- Science and engineering practices (SEP) (1)
- Self-study (1)
- Standards of mathematical practice (1)
- Transdisciplinary (1)
- Undergraduate research (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Stem Major Perceptions And Persistence To Teacher Certification, Chrissy Cross Ph.D., Keith Hubbard, Dennis A. Gravatt, Lesa Beverly
Stem Major Perceptions And Persistence To Teacher Certification, Chrissy Cross Ph.D., Keith Hubbard, Dennis A. Gravatt, Lesa Beverly
Journal of STEM Teacher Education
In this qualitative research study, researchers from a rural regional university in Texas examined the perceptions of STEM teaching and persistence to STEM teacher certification in a group of STEM majors participating in a hybrid recruitment and early intense field experience. The findings from this study indicate that the hybrid recruitment and early field experience influences the desire of the STEM majors to persist to teacher certification and influences the accuracy of their perceptions regarding STEM teaching and general perceptions of teaching as a career.
Supporting Stem Teachers Through Online Induction: An E-Mentor’S Exploration In Cyberspace, Christian E. Legler
Supporting Stem Teachers Through Online Induction: An E-Mentor’S Exploration In Cyberspace, Christian E. Legler
Journal of STEM Teacher Education
This self-study examines the processes involved in e-mentoring novice STEM teachers while using a university-sponsored comprehensive online induction platform. During this self-study, I e-mentored three STEM teachers for four months. The self-study of teaching and teacher education practices (S-STTEP) methodology was used to study my own e-mentoring facilitation. Data were collected from interviews, online textual data, and my own personal reflective journals. By studying the process of e-mentoring, I gained a more thorough understanding of the challenges involved in e-mentoring novice STEM teachers. This research also helped me better understand the induction of novice STEM teachers through e-mentoring on a …
Don't Run Out Of Steam! Barriers To A Transdisciplinary Learning Approach, Jennifer C. Caton
Don't Run Out Of Steam! Barriers To A Transdisciplinary Learning Approach, Jennifer C. Caton
Journal of STEM Teacher Education
Reform-based instruction can maximize learning and provide equitable access for students in both mathematics and science. A proposal for change by national organizations shed light on the need for programs in integrated science, technology, engineering, and mathematics (STEM) or with the inclusion of the arts (STEAM). A balanced approach to integrated STEAM education uses real issues from around the world to challenge students to be innovative, creative, and think critically about ways they can provide solutions. The purpose of this article is to highlight the potential of a transdisciplinary STEAM instructional approach, while examining the barriers that teachers face in …
Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner
Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner
Journal of STEM Teacher Education
Current mathematics and science standards, namely the Common Core State Standards of Mathematics (CCSSM) and the Next Generation Science Standards (NGSS), emphasize engaging students in mathematical and scientific practices. This review article is driven by the question: How can we expect science and mathematics teachers to appropriately engage students in the practices of the scientific and mathematical disciplines, when most teachers themselves lack experience practicing as scientists and mathematicians? To address this question, we review the literature on teachers’ understanding of their discipline’s practices, disciplinary practices as means to engage in inquiry, and how preservice teacher engagement in undergraduate research …
What Stem Teachers Need To Know And Do To Engage Families Of Emergent Multilingual Students (English Language Learners), Lisa Hoffman, Emily Suh, Alan Zollman
What Stem Teachers Need To Know And Do To Engage Families Of Emergent Multilingual Students (English Language Learners), Lisa Hoffman, Emily Suh, Alan Zollman
Journal of STEM Teacher Education
STEM teacher educators are aware that we teach far more than content-specific methodology. Educators need to guide STEM teachers in the knowledge and skills to support emergent multilingual students (English language learners, or ELLs) by simultaneously developing their STEM content learning and scaffolding their language acquisition (Hoffman & Zollman, 2016; Suh, Hoffman, & Zollman, 2020). Research identifies the family unit having a profound effect upon student learning and educational choices. Educators, educational researchers, and policymakers alike recognize the importance of family involvement in education (Grant & Ray, 2019). Although previous family engagement initiatives have focused on teaching families from a …