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Teacher Education and Professional Development Commons™
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- Assets-based community partnership (1)
- Case study (1)
- Collective participation (1)
- Culturally responsive pedagogy (1)
- Engineering design (1)
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- Engineering education (1)
- Engineering teachers (1)
- Engineering undergraduates (1)
- Grounded theory (1)
- Industry partnership (1)
- Middle school (1)
- P-12 engineering (1)
- Pedagogical content knowledge (1)
- Pre-service teaching (1)
- Professional development (1)
- STEM teachers (1)
- Self-efficacy (1)
- Teacher change (1)
- Teacher experience (1)
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Articles 1 - 4 of 4
Full-Text Articles in Teacher Education and Professional Development
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
Journal of Pre-College Engineering Education Research (J-PEER)
The instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention and multiple decades of research. Findings from the respective literature bases call for educators and policymakers to integrate these two pedagogical approaches into K-12 classroom instruction. Scholars have argued that this integration would improve student engagement and academic achievement. There is a significant amount of research that supports the positive student outcomes associated with each approach, yet there remains a dearth of literature that addresses the integration of these two practices into the science and mathematics content areas. The movement around educational reform …
Understanding The Impact Of Professional Development For A Cohort Of Teachers With Varying Prior Engineering Teaching Experience, Jennifer Kouo, Medha Dalal, Eunsil Lee, Bruk Berhane, Olushola Emiola-Owolabi, Jumoke Ladeji-Osias, Cheryl Beauchamp, Ken Reid, Stacy Klein-Gardner, Adam Carberry
Understanding The Impact Of Professional Development For A Cohort Of Teachers With Varying Prior Engineering Teaching Experience, Jennifer Kouo, Medha Dalal, Eunsil Lee, Bruk Berhane, Olushola Emiola-Owolabi, Jumoke Ladeji-Osias, Cheryl Beauchamp, Ken Reid, Stacy Klein-Gardner, Adam Carberry
Journal of Pre-College Engineering Education Research (J-PEER)
Engineering for US All (e4usa) is a National Science Foundation-funded first-of-its-kind initiative aimed at making engineering more inclusive and accessible to underrepresented populations. The ‘‘for us all’’ mission of e4usa encompasses both students and teachers. Paramount to the success of e4usa was the construction of professional development (PD) experiences to prepare and support teachers with different levels of engineering teaching experience as they implemented the e4usa yearlong course. The perspectives of nine teachers with varying degrees of engineering teaching experience were examined during two PD opportunities to compare experiences and dynamics between the teachers. Data sources consisting of focus groups …
Teacher Experiences In A Community-Based Rural Partnership: Recognizing Community Assets, Tawni Paradise, Malle R. Schilling, Jake Grohs, Jordan L. Laney
Teacher Experiences In A Community-Based Rural Partnership: Recognizing Community Assets, Tawni Paradise, Malle R. Schilling, Jake Grohs, Jordan L. Laney
Journal of Pre-College Engineering Education Research (J-PEER)
The purpose of this research study is to understand teacher experiences throughout their second year of engagement in the Virginia Tech Partnering with Educators and Engineers in Rural Schools partnership. This partnership is an assets-based community partnership in a rural environment between middle school teachers, regional industry, and university affiliates that is focused on implementing recurrent, hands-on, culturally relevant engineering activities for middle school students. This qualitative study uses constant comparative methodology informed by grounded theory on teacher interviews to capture both teacher experiences in the partnership as well as teacher-identified assets in their classrooms and school communities. Using the …
Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson
Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson
Journal of Pre-College Engineering Education Research (J-PEER)
Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn [their] engineering …