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Articles 1 - 4 of 4
Full-Text Articles in Education
The Best Laid Plans: Educational Innovation In Elementary Teacher Generated Integrated Stem Lesson Plans, Christina M. Sias, Louis S. Nadelson, Stephanie M. Juth, Anne L. Seifert
The Best Laid Plans: Educational Innovation In Elementary Teacher Generated Integrated Stem Lesson Plans, Christina M. Sias, Louis S. Nadelson, Stephanie M. Juth, Anne L. Seifert
Teacher Education and Leadership Student Research
Students need to be prepared for the 21st century by developing the literacy skills necessary for participating in the age of synthesis—an age that requires a progressive set of skills and knowledge. The authors identified nine educational innovations that are perceived to be effective for preparing students for the 21st century age of synthesis society. They coded a collection of 39 teacher-generated Grade 3–5 science, technology, engineering, and mathematics (STEM) lesson plans to document the extent to which the teachers included these nine educational innovations their STEM lesson planning. The authors found practices such as project-based and student-centered learning (which …
Re-Viewing, Re-Imaging, And Re-Invigorating Middle School Teacher Education, Edward Podsiadlik Iii
Re-Viewing, Re-Imaging, And Re-Invigorating Middle School Teacher Education, Edward Podsiadlik Iii
Middle Grades Review
How do we best prepare educators for teaching in the middle grades? This essay reviews authentic middle student feedback and two comprehensive units of instruction in order to re-view and re-imagine the potential of middle school teacher education to become re-invigorated in its capacity to offer relevant and critical instructional experiences. Essential questions explored are: 1) what do effective middle school teaching and learning uniquely look and sound like?; and 2) what singular components, considerations, and challenges does middle school teacher education need to specifically address? Evidence is examined that demonstrates pedagogical components, strategies, and a wide-range of resources which …
The Relationship Between High-School Mathematics Teachers' Beliefs And Their Practices In Regards To Intellectual Quality, Jonathan L. Brendefur, Michelle B. Carney
The Relationship Between High-School Mathematics Teachers' Beliefs And Their Practices In Regards To Intellectual Quality, Jonathan L. Brendefur, Michelle B. Carney
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This study examines the relationship between mathematics teachers’ beliefs and instructional practices related to learning, pedagogy, and mathematics in regards to components of intellectual quality for eight high-school mathematics teachers. Research has demonstrated that the higher the degree of intellectual quality for instruction is rated the higher student achievement is on standardized assessments. The findings in this study demonstrate a consistent pattern between teachers espoused beliefs and their instructional practices. Even though teachers’ practices changed as they wrote curricular units to be more in line with intellectual quality characteristics, their beliefs stayed consistent over an 18 month period and were …
Building Exemplary Teaching Practices: Following The Paths Of New Science Teachers, Elizabeth B. Lewis, Ana Rivero, Aaron A. Musson, Jia Lu, Lyrica Lucas
Building Exemplary Teaching Practices: Following The Paths Of New Science Teachers, Elizabeth B. Lewis, Ana Rivero, Aaron A. Musson, Jia Lu, Lyrica Lucas
Department of Teaching, Learning, and Teacher Education: Posters and Presentations
There are few comprehensive studies of beginning science teachers that describe enacted teaching practices in terms of inquiry-based instruction, classroom discourse, assessment, and curricular choices, and explore how these factors interact with teaching self-efficacy. We conducted a 3-year, longitudinal study of four cohorts of master’s level science teacher education program graduates. We coded and analyzed 319 science lessons of new teachers from student teaching to third year post-program to describe teachers’ enacted practices and gathered annual teaching self-efficacy reports to examine teachers’ beliefs. Our analysis resulted in key findings relevant to future programmatic improvements. First, when we reviewed specific inquiry-based …