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Articles 1 - 9 of 9
Full-Text Articles in Education
From Becoming To Being: How Stem Teachers Develop Leadership Identities, Kelsey Quaisley, Wendy M. Smith, Brett A. Criswell, Rachel Funk, Anna Hutchinson
From Becoming To Being: How Stem Teachers Develop Leadership Identities, Kelsey Quaisley, Wendy M. Smith, Brett A. Criswell, Rachel Funk, Anna Hutchinson
Secondary Education Faculty Publications
The development of STEM teacher leadership identity empowers K-12 teachers to make changes to improve teaching and learning. Identity development might not be productively supported in all school settings, however. Hence, external professional development programs should offer opportunities to supplement this identity development. We construct and propose a Can't-to-Becoming-to-Being model to describe STEM teacher leadership identity development as a progression of stages from weak to strong identity. Using interview data over two points in time with 127 STEM teacher leaders, we illustrate four stages of development: Can't, Can, Should, and Being. We also elucidate the conditions that teachers identify as …
Exploring The Form And The Function: A Review Of Science Discourse Frameworks In The Service Of Research And Practice, Brett A. Criswell, Gregory T. Rushton, Lisa Shah
Exploring The Form And The Function: A Review Of Science Discourse Frameworks In The Service Of Research And Practice, Brett A. Criswell, Gregory T. Rushton, Lisa Shah
Secondary Education Faculty Publications
The importance of how classroom discourse can be used to support science learning has gained national attention with respect to both science teaching and research across K12 and higher education. In this review article, we examine a commonly referenced set of nine frameworks for use inscienceclassrooms. Specifically, we examine the ways in which various frameworks emphasize the structure (i.e.,form) or practical use (i.e.,function) of language across classroom settings, and the impact of such an emphasis on the facilitation and analysis of science classroom discourse. The findings from this review should help researchers investigate and educators facilitate classroom discourse in ways …
Students' Scientific Evaluations Of Water Resources, Josh Medrano, Joshua Jaffe, Doug Lombardi, Margaret A. Holzer, Christopher Roemmele
Students' Scientific Evaluations Of Water Resources, Josh Medrano, Joshua Jaffe, Doug Lombardi, Margaret A. Holzer, Christopher Roemmele
Earth & Space Sciences Faculty Publications
Socially-relevant and controversial topics, such as water issues, are subject to differences in the explanations that scientists and the public (herein, students) find plausible. Students need to be more evaluative of the validity of explanations (e.g., explanatory models) based on evidence when addressing such topics. We compared two activities where students weighed connections between lines of evidence and explanations. In one activity, students were given four evidence statements and two models (one scientific and one non-scientific alternative); in the other, students chose four out of eight evidence statements and three models (two scientific and one non-scientific). Repeated measures analysis of …
Relationships Between Mathematics Teacher Preparation And Graduates' Analyses Of Classroom Teaching, James Hiebert, Emily Miller, Dawn Berk
Relationships Between Mathematics Teacher Preparation And Graduates' Analyses Of Classroom Teaching, James Hiebert, Emily Miller, Dawn Berk
Mathematics Faculty Publications
The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates’ analyses of classroom teaching. Fifty three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3 summers following graduation. Participants performed significantly better on the 3 tasks focused on mathematics topics studied in the program than on the task focused on a mathematics topic not studied in the program. After checking several alternative hypotheses, we conclude that a likely explanation for the performance differences is the mathematical knowledge for …
A Fan-Tastic Alternative To Bulbs: Learning Circuits With Fans, Robert Ekey, Andrea Edwards, Roy Mccullough, William Reitz, Brandon Mitchell
A Fan-Tastic Alternative To Bulbs: Learning Circuits With Fans, Robert Ekey, Andrea Edwards, Roy Mccullough, William Reitz, Brandon Mitchell
Physics & Engineering Faculty Publications
No abstract provided.
Have Gender Gaps In Math Closed? Achievement, Teacher Perceptions, And Learning Behaviors Across Two Ecls-K Cohorts, Joseph R. Cimpian, Sarah T. Lubienski, Jennifer D. Timmer, Martha B. Makowski, Emily K. Miller
Have Gender Gaps In Math Closed? Achievement, Teacher Perceptions, And Learning Behaviors Across Two Ecls-K Cohorts, Joseph R. Cimpian, Sarah T. Lubienski, Jennifer D. Timmer, Martha B. Makowski, Emily K. Miller
Mathematics Faculty Publications
Studies using data from the Early Childhood Longitudinal Study–Kindergarten Class of 1998–1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort. Extending earlier analyses, this study compares the two ECLS-K cohorts, exploring gaps throughout the achievement distribution and examining whether learning behaviors might differentially explain gaps more at the bottom than the top of the distribution. Overall, this study reveals remarkable consistency across both ECLS-K cohorts, with the gender gap developing early among high …
Teaching Beyond The Assessment, Daniel R. Ilaria
Teaching Beyond The Assessment, Daniel R. Ilaria
Mathematics Faculty Publications
This paper discusses how students can learn mathematics assessed on standardized testing in a way that promotes deeper thinking about the mathematics. While potential assessments aligned to the Common Core Content Standards drive the focus of the curriculum, technology can provide a way for delving into conceptual understanding. Using two standardized test questions, this paper provides examples of how technology can promote deeper thinking about mathematical concepts than what is supposed to be assessed in the questions.
Ecology Content In Introductory Biology Courses: A Comparative Analysis, Richard F. Pool, Gregory D. Turner, S. Anne Boettger
Ecology Content In Introductory Biology Courses: A Comparative Analysis, Richard F. Pool, Gregory D. Turner, S. Anne Boettger
Biology Faculty Publications
No abstract provided.
A Values Framework For Students To Develop Thoughtful Attitudes About Citizenship And Stewardship, Tim Lutz, Leeann Srogi
A Values Framework For Students To Develop Thoughtful Attitudes About Citizenship And Stewardship, Tim Lutz, Leeann Srogi
Earth & Space Sciences Faculty Publications
No abstract provided.