Education Commons^™

Eği̇ti̇m Si̇stemi̇mi̇z Ve 21. Yüzyil Hayali̇mi̇z: 2045 Hedeflerine İlerlerken, Türkiye Için Stem Odaklı Ekonomik Bir Yol Haritası, Mehmet Aydeniz

Theory and Practice in Teacher Education Publications and Other Works

Bilimsel ve teknolojik gelişmeler, yeni sanayilerin oluşmasında, ülkelerin askeri savunma kapasitelerini artırmada, mevcut sanayilerde üretkenliği tetiklemekte, hayat kalitesinin yükselmesinde ve eğitimin erişebilirliğinde önemli bir rol oynamaya devam etmektedir. Dolayısıyla bir Ülkenin ekonomik gelişimi, bilimsel çalışma yapabilme kapasitesine, teknolojisinin gelişimine, girişimcilik ortamı ve inovasyon yapabilme kapasitesine bağlıdır.

Ekonomiye önemli katkıları olan bilimin ve teknolojinin gelişmesi, STEM alanlarında gerekli ön bilgi ve becerilere sahip, problemlere yaratıcı bir bakışla yaklaşabilen, özgür düşünebilen, sorgulayan, inovatif çözüm üretebilen, dayanışmayı önemseyen bir nesil yetiştirebilen okulların varlığına bağlıdır.

Peki Türk Eğitim Sistemi, Ülkemizin ekonomik yarışabilirlik potansiyelini yükseltecek, savunma kapasitesini artıracak, bölgesel liderliğinin bir adım öne çıkmasını sağlayacak …

John A. Henschke's Vita Updated 2017, John A. Henschke Edd

IACE Hall of Fame Repository

This vita includes my professional exploits and some personal experiences.

The Use Of Ell Specific Assessment Accommodations: A Comparative Case Study Of Classroom Practices, Natalia Yeremina Ward

Doctoral Dissertations

Access and equity of instructional and assessment practices used with English Language Learners (ELLs) have been in the forefront of educational research. In recent years, the developments in computerized assessment design and the prevalence of Universal Design for Learning have complicated the already complex terrain of literacy and language instruction and assessment of ELLs. Within this context, the present study focuses on the daily experiences of two third-grade ELLs in a small city school system in the southeast United States. Through classroom observations, interviews with teachers and administrators, and document analysis, this comparative ethnographic case study aims to explore systematic …

Living The Change They Seek: Social Studies Teacher Educators Who Incorporate Race Into The Curriculum, Sara Beth Demoiny

Doctoral Dissertations

Despite the increasingly diverse K-12 study body within the United States (National Center for Education Statistics, 2014) and the numerous examples of racism and racial tension that continue to be exposed through news outlets and social media, race and racism remain at the periphery of social studies teacher education. Although social studies is a discipline whose main goal is citizenship education, race, which has been intertwined with citizenship through U.S. history, continues to be marginalized in social studies curriculum and instruction.

Grounded in critical race theory, I developed a study exploring the perspectives of 11 social studies teacher educators who …

Let's Get Physical! Teaching Mathematics Through The Lens Of Physics, Peggy Bertrand Ph.D., Lauren Jeneva Clark Ph.D.

Faculty Publications and Other Works -- Mathematics

In 2017, a professional development project, Let's Get Physical! Teaching Mathematics through the Lens of Physics, was funded by a Tennessee Higher Education Commission (THEC) Improving Teacher Quality (ITQ) grant, and was hosted by the University of Tennessee Department of Mathematics. These proceedings contain physics-based secondary mathematics lessons that guided this project. For example, in one lesson, tracking the behavior of live insects helps students learn about displacement, velocity, geometry, and measurement. In another, dropping coffee filters helps students learn about drag, logarithms, and graphical methods. Lasers and lenses can be used to teach reflection and refraction, and one …

Expert Elementary Readers: A Profile Of Reading Proficiency, Shelley Watson Burton

Doctoral Dissertations

This study examined, through think-aloud protocols, the metacognitive processes that proficient fourth-grade readers use while they read to explore what types of thinking are present in successful elementary-school readers. Using an embedded mixed methods design, I studied the reported thinking processes of 12 proficient, fourth-grade readers to determine what these readers reported thinking as they read informational texts and what types of patterns were evident in their thinking. Several common themes emerged from the analysis of the students’ think-alouds and the findings indicated that the participants applied multiple, similar reading strategies while reading to aid their comprehension.

A Situated Perspective Of Rural Elementary School Mathematics Teachers’ Planning Practices, Ashley Paige Walther

Doctoral Dissertations

Rural areas are home to approximately 20% of the population in the United States. Schools that serve rural populations are geographically isolated and lack resources when compared to urban and suburban schools. Educators who serve students in rural schools are often born and raised in the same system in which they ultimately work. Elementary teachers are typically certified as generalists. As a result, many report a lack of confidence or proficiency in mathematics. This dissertation offers an analysis of the planning practices of rural elementary school mathematics teachers in a district located in the southeastern United States. The study sought …

Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore

Doctoral Dissertations

Increasing diversity and growing achievement gaps among diverse groups in U.S. public schools has resulted in increased pressure on teacher education programs to prepare teachers effectively to meet the needs of contemporary students. Research is needed to establish best practices of teacher education that carry forward into future practice. Universal Design for Learning (UDL) has been proposed as a framework to help address the need for more flexible learning environments, but limited research has been conducted to determine best practices for supporting preservice teachers in learning this complex framework. In this dissertation study, I examine the notion that education research …

A Comprehensive Study Of Attributes Found Within Accomplished Middle School Band Programs, Jacqueline H. Messinetti Jacqueline

Chancellor’s Honors Program Projects

No abstract provided.

Volume 7, Issue 1, Catherine Scott

Catalyst: A Social Justice Forum

The Science, Technology, Engineering, and Mathematics (STEM) field is greatly promoted as a career path for students in recent years, and the demand for individuals specializing in STEM disciplines is expected to rise. Often, when considering STEM, one thinks of careers related to medicine, laboratory settings, or the pure sciences. However, in examining only these aspects of STEM, we may errantly overlook the impacts that P-20 education may have in using STEM as a means for improving student lives. One unique aspect of STEM is its role in helping to improve our well being as individuals and society as a …

Toward A Theory Of Teacher Education For Justice-Oriented Stem, Beth Leah Sondel 7722095, Joanna Koch, Sarah Carrier, Temple A. Walkowiak

Catalyst: A Social Justice Forum

Among the multiple perspectives as to the focus of education policy, there has been much recent attention paid to both STEM and social justice education. While these approaches are often seen in opposition with each other, in this paper we explore the possibility of combining these two aims as we begin to develop a theory of teacher education for justice-oriented STEM education.

Social Justice Driven Stem Learning (Stemj): A Curricular Framework For Teaching Stem In A Social Justice Driven, Urban, College Access Program., Paul E. Madden, Catherine Wong, Anne C. Vera Cruz, Chad Olle, Mike Barnett

Catalyst: A Social Justice Forum

This article presents the curricular framework for a social justice driven STEM curriculum (i.e., S_TEMJ) within an out-of-school time program for Boston Public high school students (i.e., College Bound) at Boston College. Starting with a discussion of the authors’ ideological positionality within critical social justice discourses, the authors share how Bronfenbrenner’s (1994) General Ecological Model provides a conceptual framework for operationalizing social justice inquiry with and through STEM. Positioning this curriculum within the College Bound program’s overall design gives readers a sense of how the program’s College and Career, Identity and Society, and S_TEMJ curriculums work …

Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv

Catalyst: A Social Justice Forum

English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.

"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis

Catalyst: A Social Justice Forum

The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – …

Editor's Introduction, Catherine Scott

Catalyst: A Social Justice Forum

This issue of Catalyst aims to present a collection of works that examines the role of STEM education in aiding in these opportunities not only for the PK-12 classroom, but also in the college classroom and through pre-service educator training.

Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price

Theory and Practice in Teacher Education Publications and Other Works

Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom—one that centralizes races and the other that ignores it—this article proposes a hybrid approach that combines both. This double-faced approach recognizes the culturally specific themes that give the text and the Black author their unique voice while also recognizing commonalities that bridge the text to others—despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this “race both matters and doesn’t matter” perspective.

Rethinking Lifelong Learning With Thailand For The 21st Century [Part 2], John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Workable St. Louis, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Involving The Adult Learner, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Rethinking Lifelong Learning With Thailand For The 21st Century [Part 1], John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.