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Full-Text Articles in Education
Socioscientific Issues-Based Instruction: The Messier Side Of (Leading) Science Teaching, Savannah Graham, Mark Bloom, Sarah Quebec Fuentes, Jo Beth Jimerson
Socioscientific Issues-Based Instruction: The Messier Side Of (Leading) Science Teaching, Savannah Graham, Mark Bloom, Sarah Quebec Fuentes, Jo Beth Jimerson
Journal of Educational Supervision
The present case centers on a socioscientific issues-based lesson taught by a preservice teacher (PST) in an AP Biology class. The PST designed and delivered a lesson on disease transmission and ways to avoid infection with connections to the COVID-19 pandemic mask mandates and vaccine reticence. The Principal received several emails from parents (positive and negative), citing the incorporation of political issues and critical race theory into the science lesson. With this framing, the case depicts how the Principal, PST, university supervisor, and cooperating teacher navigate the situation. The case highlights the role of school leader as instructional leader. In …
Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders’ Experiential Knowledge To Transform The Mathematics Classroom, Allison Mudd, Stefanie D. Livers, Artavia Acklin, Tommy Acklin, Linda D. Harper, Tiffany Davis
Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders’ Experiential Knowledge To Transform The Mathematics Classroom, Allison Mudd, Stefanie D. Livers, Artavia Acklin, Tommy Acklin, Linda D. Harper, Tiffany Davis
Journal of Educational Supervision
Deficit language concerning historically marginalized students pervades much of education today. Black, Brown, and Indigenous children experience marginalization and dehumanizing practices in classrooms instead of participating in a safe space to learn and grow. For this paper we employ a crucial component from Critical Race Theory to address systemic racism in schools: we listen to the lived experiences of professionals of color. These personal narratives open avenues for social justice through critiquing current and historical political, economic, and sociocultural practices and policies. This study examined how four Black collaborators – one high school principal, one middle school principal, one elementary …
Stem Education Policy In Maine And The Nation, Thomas E. Keller
Stem Education Policy In Maine And The Nation, Thomas E. Keller
Maine Policy Review
Thomas Keller provides an overview of K-12 STEM (science, technology, engineering, and math) education policy in Maine and the nation, and makes recommendations for several agencies in the state. He argues that although standards and assessment are important, there need to be corresponding changes instructional materials methods and in school culture. Although we do not yet have a fully integrated STEM curriculum, Keller suggests that “we are overdue for interdisciplinary work where possible.”
From The Fair To The Laboratory: The Institutionalization Of Agricultural Science And Education In Maine, Thomas Reznick
From The Fair To The Laboratory: The Institutionalization Of Agricultural Science And Education In Maine, Thomas Reznick
Maine History
Up until the mid-nineteenth century, agricultural science and education in Maine were primarily local affairs. Meeting in farm clubs and attending agricultural fairs, the Maine farmer performed most research by trial and error and by meeting on common ground with other farmers to discuss what worked and what did not. By the mid-nineteenth century, however, the farm clubs and county fairs waned and succumbed to the growing political influence of the Grange, which supported burgeoning agricultural scientific and educational institutions, such as the College of Agriculture and the Experiment Station. Through the auspices of the Grange, such institutions took the …
Nsf Gk-12 Stem: A Fellow’S Perspective/A Partner Teacher’S Perspective, Peter F. Smith, Lauree E. Gott
Nsf Gk-12 Stem: A Fellow’S Perspective/A Partner Teacher’S Perspective, Peter F. Smith, Lauree E. Gott
Maine Policy Review
In these commentaries, a partner teacher and a fellow discuss their participation in an NSF-funded program (GK-12 STEM) at the University of Maine that connects science education at all levels, from elementary school through graduate school.
A Revolutionary Model To Improve Science Education, Teachers, And Scientists, Susan H. Brawley, Judith Pusey, Barbara J.W. Cole, Lauree E. Gott, Stephen A. Norton
A Revolutionary Model To Improve Science Education, Teachers, And Scientists, Susan H. Brawley, Judith Pusey, Barbara J.W. Cole, Lauree E. Gott, Stephen A. Norton
Maine Policy Review
To meet many modern global challenges, we need to promote scientific and technical literacy. The U.S. National Science Foundation (NSF) supports a “revolutionary” program to connect science education at all levels, from elementary through graduate school. The authors demonstrate how Maine has benefited from this program. They describe the University of Maine’s NSF-funded “GK-12 STEM” program, which placed graduate and advanced undergraduate science and technology students in elementary, middle, and high school classrooms; provided equipment for the schools; and offered training and professional development for the partner teachers. The authors urge the state, universities, and school districts to continue to …