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Science and Mathematics Education Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Science and Mathematics Education
Effects Of Soil Erosion Barriers On Percent Cover And Sediment Size, Michael Perez
Effects Of Soil Erosion Barriers On Percent Cover And Sediment Size, Michael Perez
STAR Program Research Presentations
Ranching began on Santa Rosa Island in the 1840’s, introducing nonnative megafauna that put selective grazing pressures on endemic species. Dense groves of island oak (Q. tomentella) are aid in sediment deposition and retention. A current restoration effort, involved installing soil erosion barriers, known as wattles, to prevent sediment from being lost upslope and recruit plant growth whose root systems could further stabilize the slope. This experiment was designed to compare percent cover of vegetation growth in areas with and without soil erosion barriers. This was done using the line intercept method (n=42) on three meter transects, measuring …
Extending Wid To Train Mechanical Engineering Gtas To Evaluate Student Writing, Nancy Barr
Extending Wid To Train Mechanical Engineering Gtas To Evaluate Student Writing, Nancy Barr
Department of Mechanical and Aerospace Engineering Publications
Beyond first-year composition, the typical undergraduate mechanical engineering curriculum provides few opportunities to develop writing skills without a concerted effort by faculty to incorporate writing into their courses. One underutilized path for BSME students to strengthen those skills is the required sequence of laboratory courses, where students write several lab reports, evaluated by graduate teaching assistants (GTAs), many of whom speak English as a second language. Historically, engineering GTAs have not been trained in evaluating student writing in a way that helps students improve their technical communication skills, a method known as formative assessment. Formative assessment can be a key …
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 …
Final Project, Tyler Keller
Final Project, Tyler Keller
Service-Learning
Tyler Keller's 2016 paper on his service-learning experiences in the AVID tutoring program .
Multiple Problem-Solving Strategies Provide Insight Into Students’ Understanding Of Open-Ended Linear Programming Problems, Marla A. Sole
Multiple Problem-Solving Strategies Provide Insight Into Students’ Understanding Of Open-Ended Linear Programming Problems, Marla A. Sole
Publications and Research
Open-ended questions that can be solved using different strategies help students learn and integrate content, and provide teachers with greater insights into students’ unique capabilities and levels of understanding. This article provides a problem that was modified to allow for multiple approaches. Students tended to employ high-powered, complex, familiar solution strategies rather than simpler, more intuitive strategies, which suggests that students might need more experience working with informal solution methods. During the semester, by incorporating open-ended questions, I gained valuable feedback, was able to better model real-world problems, challenge students with different abilities, and strengthen students’ problem solving skills.