Science and Mathematics Education Commons^™

The Early College Research Tradition And The People Who Made It: A History Of Interventions That Shaped The Field, Russ Olwell

Early College Folio

Early college as an educational reform has had a unique trajectory over the past two decades. School reform in the United States (with a few exceptions) has been a top-down movement, and the majority of attention has centered on grades three through eight, the grade levels the No Child Left Behind Act focused on. Early college, by contrast, has been a grassroots movement in many areas and has focused on high school students and their aspirations for college. This article describes the story of early college through the lens of individuals whose research helped to reorient the field and broaden …

The House Of Seminar Needs Overhaul: The General Education Seminar In Theory And Practice, Matthew J. Park

Early College Folio

Matthew Park's intellectual and institutional history of the General Education Seminars at Bard College at Simon’s Rock. This historical analysis, which the author revolves around a discussion of the genealogy and philosophy of Seminar more broadly, serves as a multidisciplinary lens through which teachers and students of Seminar across the Bard Early Colleges may center current and future discussions of the course(s).

Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer

Teacher Education, Educational Leadership & Policy ETDs

This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence.

For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. …

Implementing Diversity Training Targeting Faculty Microaggressions And Inclusion: Practical Insights And Initial Findings, Ellen Ernst Kossek, Patrice M. Buzzanell, Brittany J. Wright, Cassondra Batz-Barbarich, Amy C. Moors, Charlene Sullivan, Klod Kokini, Andrew S. Hirsh, Kayla Maxey, Ankita Nikalje

Psychology Faculty Articles and Research

Despite the importance of faculty diversity training for advancing an inclusive society, little research examines whether participation improves inclusion perceptions and belongingness. Integrating training and diversity education literature concepts, this study examines the effectiveness of training targeting microaggressions in six STEM (Science, Technology, Engineering, Mathematics) oriented departments at a research-intensive university. Reactions data collected at the end of face-to-face training suggested that participation generally increased inclusion understanding. Self-assessments on inclusion concepts collected from 45% of participants before and three weeks after training suggest participation increases perceptions of the importance of inclusion, microaggression allyship awareness, inclusive behaviors, and organizational identification. Compared …

Using Markup Languages For Accessible Scientific, Technical, And Scholarly Document Creation, Jason J.G. White

Journal of Science Education for Students with Disabilities

In using software to write a scientific, technical, or other scholarly document, authors have essentially two options. They can either write it in a ‘what you see is what you get’ (WYSIWYG) editor such as a word processor, or write it in a text editor using a markup language such as HTML, LaTeX, Markdown, or AsciiDoc.

This paper gives an overview of the latter approach, focusing on both the non-visual accessibility of the writing process, and that of the documents produced. Currently popular markup languages and established tools associated with them are introduced. Support for mathematical notation is considered. In …

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 …

Implementing Tactile Learning To Aid Students Understanding Of The Bohr Model, Christin B. Monroe, Andrew B. Stein, Cindy Tolman

Journal of Science Education for Students with Disabilities

It is essential for introductory level chemistry students to understand atomic models and how atoms interact to form chemical bonds. The tactile model in this article utilizes marbles to represent subatomic particles, a cup to represent the nucleus and wooden rings to simulate the electron orbitals. These inexpensive items can be combined to construct models in which students can build foundational knowledge of atomic structure and how subatomic particles interact. Students were asked to provide feedback comparing the use of this tactile model to atomic computer simulations, videos and their textbook regarding the method they felt was most useful to …

Why Do Effective Science Teachers Persist?: A Mixed Methods Approach Exploring Post-Induction Effective Science Teachers' Experiences, Molly Ella Ramker, William Raymond Lange, Jesse Wilcox Ph.D., Dori Clausen

Summer Undergraduate Research Program (SURP) Symposium

Secondary science teachers have been leaving the field at an increasing rate in recent years. While much is known about science teacher attrition, less is known about science teacher persistence. The purpose of this study was to identify effective post-induction science teachers and analyze why they persist. This study was conducted using a mixed-methods approach including the Local Systemic Change Classroom Observation Protocol (LSC-COP) to generate a quantitative measure of science teaching effectiveness, along with using a phenomenological approach to investigate the experiences of effective science teachers who have stayed in the field.The median and mode of the LSC-COP capsule …

Overview Of The Proceedings Of The 2021 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

No abstract provided.

Mathematics Mobility In The Middle Grades: Tracking The Odds Of Completing Calculus, Kristian Edosomwan, Jamaal Young, Jemimah Young, Alana Tholen

Middle Grades Review

High school calculus has become indispensable for students seeking a college degree in a STEM field. However, in the present study, we argue that the mathematics opportunities that students seize (when afforded) in middle grades are the key to earning calculus credit in high school. To take calculus in high school, students usually need to take advanced mathematics in middle school to take the prerequisite courses. We analyzed the probability of earning credit in calculus based on a sample of (n =17,765) students and their eighth-grade mathematics courses. Using descriptive statistics and odds ratio effect sizes we found that …

Contributors

Early College Folio

Contributors, Early College Folio, Volume 1, Issue 2 (May 2022)

Table Of Contents

Early College Folio

Table of Contents, Early College Folio, Volume 1, Issue 2 (May 2022).

Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil

Early College Folio

Book Review: Iris Martin Cohen’s Last Call on Decatur Street (Park Row, 2020), a novel set in pre-Katrina New Orleans. Cohen, who grew up in the French Quarter, is a Simon’s Rock alumna.

“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger

Early College Folio

In the summer of 2020, Dr. Jane Wanninger participated in a National Endowment for the Humanities (NEH) Summer Institute hosted by Agnes Scott College to learn about implementing digital storytelling in the classroom, which ironically, had to be completed digitally due to the COVID-19 pandemic. Her experience was the inspiration for this issue of Early College Folio as she pitched her ideas using the phrase “digital by necessity.” Issue Editor Julia Carey Arendell interviewed Jane, captured here, on all that she learned to think more deeply about using the virtual tool of digital storytelling as a teacher, a student, and …

Message From The President / 5.4.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 4.20.22, Evan M. Glazer

Message from the President

No abstract provided.

From The Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Message From The President / 4.6.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 3.16.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 3.2.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 2.16.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 2.2.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 1.19.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 1.13.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 1.11.22, Evan M. Glazer

Message from the President

No abstract provided.

Message From The President / 1.5.22, Evan M. Glazer

Message from the President

No abstract provided.

Current School District Administrators’ And Math Teachers’ Perspectives Of Teacher Buy-In For Problem-Based Learning In Middle School Math, Kelly Riley Hastings

Walden Dissertations and Doctoral Studies

Project-Based Learning (PBL) in middle school math classrooms is a topic that has not been well-researched, even though math scores in the United States have been declining. In a school district in the Southcentral United States, the local problem was that teacher buy-in for PBL in middle school math classes was unknown, as current literature regarding administrator and teacher perspectives on teacher buy-in is limited. The purpose of the study was to explore current school district administrators’ and math teachers’ perspectives of teacher buy-in for PBL in middle school math in a Southcentral U.S. state. Vygotsky’s social constructivist theory contributes …

Title I Middle School Teacher And Principal Perspectives On Inquiry-Based Science Instruction, Kirsten R. King

Walden Dissertations and Doctoral Studies

Title I middle schools face challenges delivering effective inquiry-based science instruction within the framework of Title I requirements. The purpose of this basic qualitative study was to explore Title I middle school teacher and principal perspectives on and experiences with the challenges of delivering inquiry-based science instruction within the framework of Title I requirements. Dewey’s theories of experiential learning and Vygotsky’s theory of sociocultural constructivism provided the conceptual framework for this study. The research questions focused on teacher and principal experiences with inquiry-based science instruction and the impact Title I school policies and practices had on the delivery of inquiry-based …

Title I Middle School Teacher And Principal Perspectives On Inquiry-Based Science Instruction, Kirsten R. King

Walden Dissertations and Doctoral Studies

Title I middle schools face challenges delivering effective inquiry-based science instruction within the framework of Title I requirements. The purpose of this basic qualitative study was to explore Title I middle school teacher and principal perspectives on and experiences with the challenges of delivering inquiry-based science instruction within the framework of Title I requirements. Dewey’s theories of experiential learning and Vygotsky’s theory of sociocultural constructivism provided the conceptual framework for this study. The research questions focused on teacher and principal experiences with inquiry-based science instruction and the impact Title I school policies and practices had on the delivery of inquiry-based …