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Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- Advanced Placement Statistics (1)
- Critical Hip-Hop Pedagogies (1)
- Culturally Responsive Teaching (1)
- Funds of Knowledge (1)
- High school (1)
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- In-service statistics teachers (1)
- Kinesiology (1)
- Mathematics Education (1)
- Middle Grades (1)
- Professional development (1)
- STEM (1)
- STEM Identity Development (1)
- STEM pathways (1)
- Science engagement (1)
- Science literacy (1)
- Self-Efficacy (1)
- Statistics education research (1)
- Teacher Education (1)
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Articles 1 - 4 of 4
Full-Text Articles in Science and Mathematics Education
The Developmental Experiences Of Exemplary Statistics Teachers, Douglas Whitaker
The Developmental Experiences Of Exemplary Statistics Teachers, Douglas Whitaker
Northwest Journal of Teacher Education
There has been a trend of increased statistical expectations for students and calls for increased statistical preparation for their teachers in recent years, but preparation has not yet reached recommended levels. A similar preparation gap existed at the inception of the Advanced Placement Statistics program, and this study examines a group of statistics teachers identified as exemplary by experts in the field to determine what challenges they faced and how they overcame them. Semi-structured interviews using a Communities of Practice framework (Wenger, 1998) were conducted. The challenges and responses to those challenges are identified, and these have implications for supporting …
“A Tale Of Two Classrooms”: Designing Culturally-Relevant Hip Hop Curriculum To Support Stem Identity Of Underrepresented Students, Jessica Mcclain, Rebecca Colina Neri Ph.D
“A Tale Of Two Classrooms”: Designing Culturally-Relevant Hip Hop Curriculum To Support Stem Identity Of Underrepresented Students, Jessica Mcclain, Rebecca Colina Neri Ph.D
Northwest Journal of Teacher Education
This article explores how educators can contribute to the development of STEM identity in historically marginalized groups by using critical frameworks and pedagogies like Funds of Knowledge and Critical Hip-Hop Pedagogy as a curricular tool to counter traditional teaching practices. The authors amplify the importance of cultural spaces that support educators in examining aspects of power, access, and cultural awareness in STEM classrooms to increase student participation and acquisition of STEM knowledge. This article provides a guided activity named “A tale of two citiez” as an example of how educators can act towards (re)conceptualizing and (re)imagining STEM classrooms.
Is Kinesiology A Bridge To Stem Engagement? Sport Science Labs In High School, Judy A. Schultz, Robert W. Danielson, Robert D. Catena, Christopher P. Connolly, Kasee Hildenbrand
Is Kinesiology A Bridge To Stem Engagement? Sport Science Labs In High School, Judy A. Schultz, Robert W. Danielson, Robert D. Catena, Christopher P. Connolly, Kasee Hildenbrand
Northwest Journal of Teacher Education
Improving STEM education in schools is important to prepare students for the increasing number of STEM related jobs. As a STEM discipline, kinesiology, which includes the study of sport, exercise, movement and well-being, may be an effective link between science concepts and students’ everyday lives and thus may stimulate science engagement. Our university’s kinesiology programs developed a set of sport related kinesiology labs which were presented by faculty and students during one semester in local high school Freshmen and Senior science classes. Survey data included information about STEM engagement, scientific inquiry, and knowledge of kinesiology as a STEM field. Findings …
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Northwest Journal of Teacher Education
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.