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Articles 1 - 30 of 39
Full-Text Articles in Education
Becoming A Stem Teacher: Examining Teachers’ Practice-Linked Identities Through Practice-Based Autobiographies, Kristina Stamatis, Michelle Friend, Paula M. Jakopovic
Becoming A Stem Teacher: Examining Teachers’ Practice-Linked Identities Through Practice-Based Autobiographies, Kristina Stamatis, Michelle Friend, Paula M. Jakopovic
Teacher Education Faculty Proceedings & Presentations
To provide equitable high-quality STEM education, teachers must be prepared to engage with the tools and practices and to adopt STEM identities. This project investigates the ways teachers’ self-described histories and conceptions of materials and relationships embedded in their STEM experiences fostered or inhibited practice-linked STEM identities. Preliminary findings explore how practicing and pre-service educators conceptualize STEM and how their understanding of STEM both supports and challenges their teaching practice.
Investigating Individual And Collective Value Within A Network Of Communities Of Practice, Paula M. Jakopovic, Kelly Gomez Johnson, Nina White
Investigating Individual And Collective Value Within A Network Of Communities Of Practice, Paula M. Jakopovic, Kelly Gomez Johnson, Nina White
Teacher Education Faculty Proceedings & Presentations
This report examines the value-add of mathematics faculty participating in regional communities of practice (CoPs) embedded within a larger Math CoP network. The CoPs and the network are aimed at fostering the use of teaching with inquiry practices in undergraduate mathematics courses. We examine value found at the individual participant level as well as at the CoP level within the larger network. We present themes identified using Wenger, Traynor and de Laat’s (2011) value framework to illustrate how individuals and CoPs find value within the network. In this paper we provide an initial look at how the network can support …
“You Sound Like A Good Program Manager”: An Analysis Of Gender In Women’S Computing Life Histories, Rose K. Pozos, Michelle Friend
“You Sound Like A Good Program Manager”: An Analysis Of Gender In Women’S Computing Life Histories, Rose K. Pozos, Michelle Friend
Teacher Education Faculty Proceedings & Presentations
Through the eyes of professional women in computing, we can better understand the impact of workplace structures, higher education pathways, and the particular closed nature of the tech industry. This study of women’s life histories contributes to the work of in-depth qualitative examinations of CS learning contexts and psychological studies investigating phenomena such stereotype threat which contextualize the experience of women in computing environments. Drawing inspiration from Margolis and Fisher’s work drawing the “blueprints” of the “boy’s clubhouse” of computing education [20], as well as McDermott and Webber’s analysis of when math learning occurs [22], we ask when, where, and …
Developing A Network Of Regional Inquiry-Based Learning (Ibl) Communities: Preliminary Findings & Key Learnings On A Grassroots Initiative, Kelly Gomez Johnson, Paula M. Jakopovic, Patrick X. Ralut
Developing A Network Of Regional Inquiry-Based Learning (Ibl) Communities: Preliminary Findings & Key Learnings On A Grassroots Initiative, Kelly Gomez Johnson, Paula M. Jakopovic, Patrick X. Ralut
Teacher Education Faculty Proceedings & Presentations
Finding and creating communities of like-minded colleagues is easier said than done. Instructional and philosophical change, around the practice of inquiry, is complex and therefore, having access to quality resources, expertise and a supportive network can make a big difference. Especially during a global pandemic and sociopolitical unrest, leveraging existing and emerging networks of faculty working jointly on ideas and developing solutions can be advantageous. During this session, participants will hear about the inaugural year of a federally funded network of regional inquiry-based learning communities. Topics covered will include the network's mission and goals, key infrastructure and implementation elements, and …
What’S The Value? Measuring Value In Complex Social Learning Environments With Pre-Service Mathematics Teachers, Kelly Gomez Johnson, Paula M. Jakopovic
What’S The Value? Measuring Value In Complex Social Learning Environments With Pre-Service Mathematics Teachers, Kelly Gomez Johnson, Paula M. Jakopovic
Teacher Education Faculty Proceedings & Presentations
At the national level, undergraduate mathematics teacher preparation programs are shifting to develop teachers who not only understand current research-informed instructional practices but also have firsthand experiences learning, teaching, and collaborating in student-centered environments (CBMS, 2016). Understanding the degree to which these experiences impact pre-service teachers’ learning is challenging to measure. This paper describes the efforts of a Track 1 National Science Foundation (NSF) Robert Noyce Teacher Scholarship grant to recruit and provide wider professional experiences to develop high-quality secondary mathematics teacher candidates and how the research team utilizes a value framework (Wenger, Traynor, & de Laat, 2014) to study …
Supporting Teacher Retention In Diverse Educational Settings (Strides), Lisa Amick, James Martinez, Paula M. Jakopovic
Supporting Teacher Retention In Diverse Educational Settings (Strides), Lisa Amick, James Martinez, Paula M. Jakopovic
Teacher Education Faculty Proceedings & Presentations
The United States faces a continuing shortage of well-prepared secondary mathematics teachers, among the worst of any subject (Malkus, Hoyer, & Sparks, 2015). To address this issue, schools often rely on both inservice professional development, which not all teachers may opt to participate in, as well as initial teacher preparation programs, to recruit and retain highly qualified teachers. The quality of teacher preparation, particularly related to pedagogical practice, significantly impacts new teacher attrition (Ingersoll, Merrill, & May, 2014). Studies find that 50% of all teachers leave the profession within the first five years (Foster, 2010), and the rate of departure …
William Frantz Public School: A Case Study In The Politics Of Education, Martha Graham Viator, Connie Schaffer, Meg White
William Frantz Public School: A Case Study In The Politics Of Education, Martha Graham Viator, Connie Schaffer, Meg White
Teacher Education Faculty Proceedings & Presentations
No abstract provided.
How Teachers Understand The Curriculum And Frameworks They Use, Kristin Vanwyngaarden, Michelle Friend
How Teachers Understand The Curriculum And Frameworks They Use, Kristin Vanwyngaarden, Michelle Friend
Teacher Education Faculty Proceedings & Presentations
This qualitative study investigates and compares teachers’ understanding of two curricular frameworks: Next Generation Science Storylines and the 5E Model. Teachers (grades K-6) participated in a three-week summer workshop designed to introduce elementary teachers to biomechanics, the study of the body in motion and help them develop inquiry-based biomechanics lessons using the NGSS Storyline framework in order to enhance their implementation of interdisciplinary, culturally responsive, and technology-enhanced STEM education. During a follow-up session to the workshop, eleven teachers read an article about implementing biomechanics into school science (Trauth-Nare, Pavilonis, Paganucci, Ciabattoni, & Buckley, 2016); this article used the 5E framework, …
The Design And Implementation Of An Intervention To Support And Retain Early Career Mathematics Teachers, Lisa Amick, Maria Campitelli, Paula M. Jakopovic, Judy Kysh, Dawn Parker, April Pforts, Travis Weiland, Laura J. Wilding
The Design And Implementation Of An Intervention To Support And Retain Early Career Mathematics Teachers, Lisa Amick, Maria Campitelli, Paula M. Jakopovic, Judy Kysh, Dawn Parker, April Pforts, Travis Weiland, Laura J. Wilding
Teacher Education Faculty Proceedings & Presentations
This study reports on efforts over several years to design and implement a yearlong intervention intended to support secondary mathematics teachers in their early years of teaching. The intervention is designed to support these teachers’ development of meaningful professional relationships with a school-based mentor and to create an online community of practice for support with other professionals. The intervention itself consists of early career teachers and their mentors participating in monthly professional development sessions such as online meetings, Zoom panels with experts, and collaboratively reading and discussing timely, purposeful, and relevant content. The intervention is designed to not over burden …
Finding Their Voice: Support Mechanisms To Engage And Empower Future Mathematics Teachers, Kelly Gomez Johnson, Paula M. Jakopovic, Angie Hodge, Neal Grandgenett, Michael Matthews, Janice Rech
Finding Their Voice: Support Mechanisms To Engage And Empower Future Mathematics Teachers, Kelly Gomez Johnson, Paula M. Jakopovic, Angie Hodge, Neal Grandgenett, Michael Matthews, Janice Rech
Teacher Education Faculty Proceedings & Presentations
The NebraskaMATH Omaha Noyce Partnership Scholarship awards scholarships funded by the National Science Foundation (NSF) to undergraduate students interested in mathematics education at the University of Nebraska at Omaha (UNO). Scholars, who are dual mathematics and secondary education majors, are engaged and supported by Noyce faculty to not only excel in their college coursework and career preparation, but also to serve the university and community through teaching assistantships and STEM community outreach. The main goal of this program is to strengthen and expand the pipeline for preparing high-quality teachers of mathematics to better meet the responsibilities and demands of local …
Collection Development Tips And Tricks, Melissa Cast-Brede
Collection Development Tips And Tricks, Melissa Cast-Brede
Teacher Education Faculty Proceedings & Presentations
Finding the best works for your library doesn’t have to involve expensive subscriptions to book review journals. This presentation will focus on strategies to hunt and find quality works without breaking the bank or monopolizing your time.
Bricklayer: Elementary Students Learn Math Through Programming And Art, Michelle Friend
Bricklayer: Elementary Students Learn Math Through Programming And Art, Michelle Friend
Teacher Education Faculty Proceedings & Presentations
As computer science becomes more prevalent in the K-12 world, elementary schools are increasingly adopting computing curricula. Computer scientists have recognized the connection between math and computer science, but little work has demonstrated how and whether computer science can support improved learning in math. This paper reports on a project in which elementary students in a gifted program used Bricklayer, a functional programming environment that supports artistic and mathematical expression. A pre- and post-test design demonstrates significant learning gains in coordinate graphing and visual-spatial skills.
Using Ya Fiction To Build Interest In Stem With Teen Girls, Melissa Cast-Brede
Using Ya Fiction To Build Interest In Stem With Teen Girls, Melissa Cast-Brede
Teacher Education Faculty Proceedings & Presentations
If Hunger Games can inspire young women to take up the bow and arrow, then surely other young adult (YA) titles can inspire enthusiasm for STEM (science, technology, engineering, and math). This program will discuss the role of YA fiction in teen development and specific YA titles to encourage STEM interests with teen girls.
Navigating The Roles Of Leadership: Mentors Perspectives On Teacher Leadership, Saundra Shillingstad, Sheryl Mcglamery, Barbara Davis, Carol Gilles
Navigating The Roles Of Leadership: Mentors Perspectives On Teacher Leadership, Saundra Shillingstad, Sheryl Mcglamery, Barbara Davis, Carol Gilles
Teacher Education Faculty Proceedings & Presentations
The qualitative study described in this paper began as a collaborative project between three Universities offering comprehensive induction programs to first year teachers. Fourteen teacher mentors were selected to participate in this case study of teacher leaders and leadership. Three of the fourteen teacher leaders were selected to participate in a special case study of their leadership development. The researchers found their leadership qualities to be exemplary and wanted to explore in more depth the three teacher leaders and how they developed and shared their skills as leaders with their mentees and colleagues. The three participants represent perspectives from three …
Stem Literacy For Ells Through Service Learning, Sandra Rodriguez-Arroyo, Barbara Brimmerman, Olga Zeisler
Stem Literacy For Ells Through Service Learning, Sandra Rodriguez-Arroyo, Barbara Brimmerman, Olga Zeisler
Teacher Education Faculty Proceedings & Presentations
This presentation features: Rationale, Model of Academic Language Proficiency/ Jim Cummins’s Quadrant, STEM Literacy for ELLs, ELLS-OPS, Tall grasses and Wildflowers of Nebraska: A Service Learning Experience, UNO Students, Objectives, First Year: 2011-2012, Second Year: 2012-2013, Community Partner: Allwine Prairie, Support from Service Learning Academy, Research Presentations, Literacy Strategies, Service Learning Project Outcomes, Visit to the Prairie, and Future Research.
What Can Stem Educators Learn From A Teacher Induction Program? A Study Of Science And Mathematics Teachers’ Reflections On Teaching And Learning, Sheryl Mcglamery, Saundra Shillingstad
What Can Stem Educators Learn From A Teacher Induction Program? A Study Of Science And Mathematics Teachers’ Reflections On Teaching And Learning, Sheryl Mcglamery, Saundra Shillingstad
Teacher Education Faculty Proceedings & Presentations
Research completed to date confirms that beginning science and mathematics teachers face many challenges, and must master numerous areas of teaching skill in order to demonstrate competence in teaching. Most will face the initial year of practice with little or no access to an induction program targeting their content areas (Luft, 2009). Research further suggests that science and math teachers left without critically needed guidance, a comprehensive induction program could provide, often develop practices that do not allow their students to participate in inquiry activities (e.g. labs, simulations, problem solving, research projects ( Luft, Roehrig, & Patterson, 2003). Instead the …
Teacher Educators’ Professional Development In The 21st Century: Practicing What We Preach, Sandra Rodriguez-Arroyo, Wendy Loewenstein
Teacher Educators’ Professional Development In The 21st Century: Practicing What We Preach, Sandra Rodriguez-Arroyo, Wendy Loewenstein
Teacher Education Faculty Proceedings & Presentations
As teacher educators encourage teacher education candidates to incorporate new technologies (SmartBoard, hardware, software, web tools) into teaching, there is a need for them to serve as role models for their students. To move beyond a paper and pencil approach, teacher educators should advance their own technological knowledge and apply it in their teaching. The focus of this brief paper is on the steps taken to encourage teacher educators at a Midwest institution to incorporate new technologies into their teaching. This professional development is still a work in progress, as teacher education faculty work in collaboration with an instructional technology …
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer
Teacher Education Faculty Proceedings & Presentations
In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability was computed using both Intraclass Correlation (.870) and a score agreement (93.6%) procedure. Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate …
Developing And Supporting Professional Communities Of Mathematics Teachers In Nebraska, Wendy Smith, Paula M. Jakopovic, Greg Sand, Jerel Welker
Developing And Supporting Professional Communities Of Mathematics Teachers In Nebraska, Wendy Smith, Paula M. Jakopovic, Greg Sand, Jerel Welker
Teacher Education Faculty Proceedings & Presentations
For a number of years, the University of Nebraska-Lincoln has focused on building a statewide partnership with mathematics teachers, schools, districts, and educational service units, to raise K-12 student achievement in mathematics. During this session, we will share a variety of our efforts to build professional communities of educators, including the NSF-funded grants NebraskaNOYCE, NebraskaMATH, and the Math in the Middle Institute Partnership. We will engage participants in a discussion of necessary and sufficient conditions to support such professional communities, and how such conditions can be created or worked around.
Testing A Tpack-Based Technology Integration Observation Instrument, Mark Hofer, Neal Grandgenett, Judith B. Harris, Kathy Swan
Testing A Tpack-Based Technology Integration Observation Instrument, Mark Hofer, Neal Grandgenett, Judith B. Harris, Kathy Swan
Teacher Education Faculty Proceedings & Presentations
Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration knowledge are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teachers’ written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has …
Testing A Tpack-Based Technology Integration Assessment Rubric, Judith B. Harris, Neal Grandgenett, Mark Hofer
Testing A Tpack-Based Technology Integration Assessment Rubric, Judith B. Harris, Neal Grandgenett, Mark Hofer
Teacher Education Faculty Proceedings & Presentations
Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist approaches to teaching, and thus do not accurately assess the quality of technology integration across a range of different teaching approaches. We have developed a more “pedagogically inclusive” instrument that reflects key TPACK concepts and that has proven to be both reliable and valid in two successive rounds of testing. The instrument’s interrater reliability coefficient (.857) was computed using both Intraclass Correlation and a score agreement …
The Use Of Robotics, Gps And Gis Technologies To Encourage Stem-Oriented Learning In Youth, Viacheslav I. Adamchuk, Gwen Nugent, Bradley S. Barker, Neal Grandgenett
The Use Of Robotics, Gps And Gis Technologies To Encourage Stem-Oriented Learning In Youth, Viacheslav I. Adamchuk, Gwen Nugent, Bradley S. Barker, Neal Grandgenett
Teacher Education Faculty Proceedings & Presentations
In our technology rich world, the educational areas of science, technology, engineering, and mathematics (STEM) play an increasingly essential role in developing well-prepared specialists for the 21st century workplace. Unfortunately, interest in theses areas has been declining for a few decades. Various innovative educational initiatives in formal and informal learning environments have been undertaken nationally to attempt to encourage STEM-oriented learning. Funded by the National Science Foundation, the particular program described in this paper focuses on middle school youth in non-formal learning environments. The program integrates educational robotics, Global Positioning System (GPS) and geographic information system (GIS) technologies to provide …
Using Robotics To Equip K-12 Teachers: Silicon Prairie Initiative For Robotics In Information Technology (Spirit), Alisa Gilmore, Bing Chen, Neal Grandgenett
Using Robotics To Equip K-12 Teachers: Silicon Prairie Initiative For Robotics In Information Technology (Spirit), Alisa Gilmore, Bing Chen, Neal Grandgenett
Teacher Education Faculty Proceedings & Presentations
The Silicon Prairie Initiative for Robotics in Information Technology (SPIRIT) is a unique collaborative effort between the University of Nebraska-Lincoln (UNL) College of Engineering, the University of Nebraska at Omaha (UNO) College of Education, and the local Omaha Public Schools (OPS) system. With funding from an NSF ITEST grant, from 2006 – 2008 the initiative recruited and trained 97 math and science middle school teachers through summer workshops and follow-up sessions during the school year, with the goal of equipping teachers in hands-on engineering design principles and providing curriculum development support for STEM instruction. The centerpiece of the training was …
Critical Pedagogy, Image Theater And The Instruction Of Diversity Education, Franklin Titus Thompson
Critical Pedagogy, Image Theater And The Instruction Of Diversity Education, Franklin Titus Thompson
Teacher Education Faculty Proceedings & Presentations
This interactive workshop utilizes Critical Pedagogy, Image Theater, and Forum Theater in the instruction of race, human, and gender relations. It borrows from Paulo Freire and Augusto Boal’s concept of Humanizing Education. Praxis, the dialectical relationship between thought and practice, becomes the vehicle for establishing a problem solving process that leads to “Permanent Relationships.”
What Factors Contribute To The Success Of African American Women In Science And Mathematics: Do Teaching Techniques Matter, Sheryl Mcglamery
What Factors Contribute To The Success Of African American Women In Science And Mathematics: Do Teaching Techniques Matter, Sheryl Mcglamery
Teacher Education Faculty Proceedings & Presentations
The session content will focus on the author's research about effective teaching techniques that engage and assist African American women (and others) in succeeding in science and mathematics courses. Several case studies will highlight the effective practice focus of this session.
Lies My Teacher Told Me, Franklin Titus Thompson
Lies My Teacher Told Me, Franklin Titus Thompson
Teacher Education Faculty Proceedings & Presentations
“We believe it is the duty of both policy makers and educators to identify qualified minority youth and place them in channels that ensure success.” The ultimate objective of any college minority recruitment and retention effort should be to train and cultivate qualified students of color for leadership in their community, as well as the general society. The existence of special problems and conditions within certain communities is well documented. Although the success of university-community collaboration efforts varies from one community to the next, most college officials nonetheless find themselves calling for greater representation and participation.This workshop will present the …
Using Online Learning Resources To Promote Deeper Learning, Roger Bruning, Arthur I. Zygielbaum, Neal Grandgenett
Using Online Learning Resources To Promote Deeper Learning, Roger Bruning, Arthur I. Zygielbaum, Neal Grandgenett
Teacher Education Faculty Proceedings & Presentations
This paper describes research on four web-based learning applications that employ a variety of assessment approaches and student tracking and data aggregation mechanisms. These applications are aimed at promoting deeper learning in web-based learning applications and courses and at facilitating a research-based, design experiment approach to prototype development and improvement. Developmental research on two of these tools, Affinity Learning and Critical Thinking, is discussed in this paper. Affinity Learning uses database-driven software to capture the teaching skill of a master teacher. Students are guided through online activities and assessments in accord with their skills and rate of learning. When a …
Affinity Learning In Mathematics, Arthur I. Zygielbaum, Neal Grandgenett
Affinity Learning In Mathematics, Arthur I. Zygielbaum, Neal Grandgenett
Teacher Education Faculty Proceedings & Presentations
Teaching complex subjects such as mathematical modeling is intrinsically challenging. It is more so in a typical classroom setting. In this paper, we explore the use of technology to provide an electronic tutor that interacts with both teacher and student to provide a personalized and focused learning experience. Affinity Learning is an environment that captures the skills of a master teacher in a dynamic but simple technical embodiment and presents lessons and assessments online to a student. Initial results not only indicate that learning has occurred, but also distinguish male from female performance and give interesting insight into the learning …
Helping Elementary Education Majors Brush Up On Mathematical Modeling: Insights From A Field Test Of A New Online Learning Prototype, Neal Grandgenett, Arthur I. Zygielbaum, Elliott Ostler, Steve Hamersky, Bob Pawloski
Helping Elementary Education Majors Brush Up On Mathematical Modeling: Insights From A Field Test Of A New Online Learning Prototype, Neal Grandgenett, Arthur I. Zygielbaum, Elliott Ostler, Steve Hamersky, Bob Pawloski
Teacher Education Faculty Proceedings & Presentations
This paper describes insights related to the potential use of on-line training modules with elementary education pre-service teachers for enhancing their experience and background in mathematical modeling. These insights resulted from a field test of a new online learning prototype developed within a National Science Foundation Proof-of-Concept project. The insights listed in the paper are further supported by two URL addresses that link to detailed notes, background documents, and various demonstration pieces.
Recruitment And Retention Of African American Females In High School Mathematics: Have We Achieved Results?, Sheryl Mcglamery, Carol Mitchell
Recruitment And Retention Of African American Females In High School Mathematics: Have We Achieved Results?, Sheryl Mcglamery, Carol Mitchell
Teacher Education Faculty Proceedings & Presentations
"Our goal is to present the findings of the study and challenge the audience to consider the aspects of the program the researchers believe made the difference in recruitment and retention for these African American female students."