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Full-Text Articles in Education

Elementary Teachers’ Verbal Support Of Engineering Integration In An Interdisciplinary Project, Sarah Lilly, Anne M. Mcalister, Jennifer L. Chiu Dec 2021

Elementary Teachers’ Verbal Support Of Engineering Integration In An Interdisciplinary Project, Sarah Lilly, Anne M. Mcalister, Jennifer L. Chiu

Journal of Pre-College Engineering Education Research (J-PEER)

Despite emphasis on authentic science, technology, engineering, mathematics, and computer science (STEM+CS) projects in classrooms, research continues to demonstrate opportunity gaps in learning STEM+CS for students with disabilities. This study investigates how teachers verbally support students in two differently tracked classrooms to engage in engineering lessons that integrate science and computer science. Specifically, this study explores how the same elementary teachers both implicitly and explicitly support students across two classroom contexts, one class section with a larger proportion of students who were tracked into accelerated mathematics and another class section with a larger proportion of students with individualized educational plans …


Insights From Two Decades Of P-12 Engineering Education Research, Cary I. Sneider, Mihir K. Ravel Nov 2021

Insights From Two Decades Of P-12 Engineering Education Research, Cary I. Sneider, Mihir K. Ravel

Journal of Pre-College Engineering Education Research (J-PEER)

The 21st century has seen a growing movement in the United States towards the adoption of engineering and technology as a complement to science education. Motivated by this shift, this article offers insights into engineering education for grades P-12, based on a landscape review of 263 empirical research studies spanning the two decades from January 2000 to June 2021. These insights are organized around three core themes: (1) students’ understandings, skills, and attitudes about engineering and technology; (2) effective methods of P-12 engineering education; and (3) benefits of P-12 engineering education. The insights are captured in the form of evidence-based …


Review Of On Earth We're Briefly Gorgeous, Bao Diep Nov 2021

Review Of On Earth We're Briefly Gorgeous, Bao Diep

Journal of Southeast Asian American Education and Advancement

The paper is the review of Ocean Vuong’s novel, On Earth We’re Briefly Gorgeous, which was published in 2019 by Penguin Press, New York. The paper contains a brief summary of each chapter and the author’s views about the complexity of queer identity in Vietnamese culture. The paper also touches on taboo subjects, such as mental health and queerness, and how they shape Vuong’s perspectives on family relationships, generational trauma and toxicity of nail culture. On Earth We’re Briefly Gorgeous represents a new generation of young writers who carry multiple identities and want to reveal themselves to the world.


Social Justice In The Teacher Education Program Curriculum, Julia Pirrello Oct 2021

Social Justice In The Teacher Education Program Curriculum, Julia Pirrello

The Journal of Purdue Undergraduate Research

No abstract provided.


Participatory Action Research: Undergraduate Researchers Engaging Secondary Students In Social Justice Mathematics, Isabelle Miller, Alexis Grimes, Camryn Adkison Oct 2021

Participatory Action Research: Undergraduate Researchers Engaging Secondary Students In Social Justice Mathematics, Isabelle Miller, Alexis Grimes, Camryn Adkison

The Journal of Purdue Undergraduate Research

No abstract provided.


Service-Learning During The Covid Era: A Perspective Of Gk-12 Student-Coordinator, Razak Dwomoh Oct 2021

Service-Learning During The Covid Era: A Perspective Of Gk-12 Student-Coordinator, Razak Dwomoh

Purdue Journal of Service-Learning and International Engagement

Despite the importance of service learning, the precariousness of the COVID-19 pandemic posed a challenge for students and educators. In this paper, I highlight the COVID-19 pandemic ramifications on the Graduate Students Engagement in K-12 Classrooms (GK-12) program, the lessons learned from going remote, and how we can be flexible with remote learning in the future if there is a need for us to adapt our programming to other crises.


The Ingenuity Of Everyday Practice: A Framework For Justice-Centered Identity Work In Engineering In The Middle Grades, Angela M. Calabrese Barton, Kathleen Schenkel, Edna Tan May 2021

The Ingenuity Of Everyday Practice: A Framework For Justice-Centered Identity Work In Engineering In The Middle Grades, Angela M. Calabrese Barton, Kathleen Schenkel, Edna Tan

Journal of Pre-College Engineering Education Research (J-PEER)

Inequities in opportunities to learn and become in engineering, especially for minoritized youth, are enduring and systemic. How students experience engineering education, through curriculum, pedagogy, and teacher/student interactions, all shape opportunities for identity development. In this paper we draw upon cultural studies and critical ethnography to explore how and why students engage in engineering for sustainable communities and its relationship to their identity work. We ground our work in a justice-centered asset-based stance that centers how people’s lived lives and community wisdom yield powerful forms of cultural knowledge/practice relevant to learning and engaging in science, technology, engineering, and mathematics. We …


You Want Me To Teach Engineering? Impacts Of Recurring Experiences On K-12 Teachers’ Engineering Design Self-Efficacy, Familiarity With Engineering, And Confidence To Teach With Design-Based Learning Pedagogy, Shaunna Smith, Kimberly Talley, Araceli Ortiz, Vedaraman Sriraman Apr 2021

You Want Me To Teach Engineering? Impacts Of Recurring Experiences On K-12 Teachers’ Engineering Design Self-Efficacy, Familiarity With Engineering, And Confidence To Teach With Design-Based Learning Pedagogy, Shaunna Smith, Kimberly Talley, Araceli Ortiz, Vedaraman Sriraman

Journal of Pre-College Engineering Education Research (J-PEER)

This paper reports on findings from a group of ten teachers who were enrolled in a semester-long, graduate-level educational technology course that used design-based learning to explore the integration of making and the engineering design process into a variety of K-12 educational contexts. Using convergent mixed methods, this study examines how the course impacted teachers’ familiarity and confidence in teaching the engineering design process, as viewed through their pre- and post-semester engineering design self-efficacy scores and their weekly reflective journal entries. These measures are important factors for developing teacher experience and confidence in integrating engineering and design-based learning strategies within …