Education Commons^™

Teachers’ Perceptions On Women In Stem: Breaking The Stereotypes, Lili Zhou, Alankrita Chhikara, Stephanie Oudghiri, Araba A. Z. Osei-Tutu, Razak Kwame Dwomoh

Journal of STEM Teacher Education

Drawing on an online professional development modular course that addressed critical approaches to the issues of race, immigration, English Language Learners (ELLs)/Emerging Bilinguals (EBs), and gender and sexual orientation, this paper reports teachers’ perceptions on gender stereotypes in Science, Technology, Engineering, and Mathematics (STEM) education. In particular, building on the course readings, we discuss teachers’ emergent approaches to address gender stereotypes in teaching practice that improve girls' participation in STEM fields. Data is collected from a pre-course survey and teachers’ discussions during the course. Centering on the course readings from theoretical and empirical research that address gender issues, discussion prompts …

Equitable Mathematics Classroom Discourse, Liza Bondurant

Journal of Practitioner Research

In this article the author shares a self-study investigation into how the quality of talk and opportunities to participate are distributed across individual students based on race and gender in her college math class. Readers will learn how to conduct a similar investigation in their classroom. A discussion of ways to use the information gathered from equitable mathematics classroom discourse investigations will follow.

Textbooks As A Tool For Planning And Facilitating Mathematical Discourse, Denise L. Polojac-Chenoweth

USF Tampa Graduate Theses and Dissertations

Across the nation, mathematics teachers are struggling to help their students meet the demands of high stakes testing while adhering to state standards for content and teaching and dealing with the time constraints imposed by school activities, paperwork, and testing schedules. Classroom mathematical discourse is touted as a central element of a quality mathematics learning environment. Nevertheless, many teachers struggle to implement mathematical discourse effectively. This dissertation aims to explore the use of textbooks as tools to support teachers in the planning and facilitation of mathematical classroom discourse.

In this study, I employed a mixed-methods design to investigate (1) how …

A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin

Doctoral Dissertations

This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173). This year-long qualitative …

Using Student And Teacher Thinking To Improve Teaching And Learning, Ken Jensen

Teaching and Learning Sciences: Doctoral Research Projects

This research project examined how a teacher and an instructional coach can use formative assessment data on student thinking to improve the teaching and learning in a mathematics classroom. Two research questions guided the project and from them three instructional strategies emerged. The first strategy was the use of formative assessment data collected on student thinking from a previous lesson to plan for the learning in future lessons. The second strategy was the use of formative assessment data collected on student thinking during a lesson to make decisions about how to proceed with the lesson. The third strategy was the …

Building Exemplary Teaching Practices: Following The Paths Of New Science Teachers, Elizabeth B. Lewis, Ana Rivero, Aaron A. Musson, Jia Lu, Lyrica Lucas

Department of Teaching, Learning, and Teacher Education: Posters and Presentations

There are few comprehensive studies of beginning science teachers that describe enacted teaching practices in terms of inquiry-based instruction, classroom discourse, assessment, and curricular choices, and explore how these factors interact with teaching self-efficacy. We conducted a 3-year, longitudinal study of four cohorts of master’s level science teacher education program graduates. We coded and analyzed 319 science lessons of new teachers from student teaching to third year post-program to describe teachers’ enacted practices and gathered annual teaching self-efficacy reports to examine teachers’ beliefs. Our analysis resulted in key findings relevant to future programmatic improvements. First, when we reviewed specific inquiry-based …

Connecting Teaching Practice To Student Efficacy In Undergraduate Mathematics, Sandra Becker

Master's Theses and Doctoral Dissertations

Academic efficacy plays a critical role in student success in math learning at all levels due to its impact on persistence, motivation, and academic performance. This research aimed to connect student efficacy with key aspects of the instructional environment in six undergraduate math classes. Student surveys indicated significant differences in mean efficacy between classes, as well as significant differences in student perceptions of teacher behavior between the efficacy groups. Findings from observations of the classes revealed that key aspects of the instructional discourse varied by efficacy group. Instructors in higher efficacy classes tended to have more personal connections with students …

Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya

Australian Journal of Teacher Education

The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4^th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in …

Preparation For Practice: Elementary Preservice Teachers Learning And Using Scientific Classroom Discourse Community Instructional Strategies, Elizabeth Lewis, Oxana Dema, Dena Harshbarger

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links to schools and science education reform. However, they often lack a strong background in science, knowledge of effective science teaching strategies, and consequently have low confidence and self-efficacy. This investigation explored the initial learning of elementary PSTs using an interdisciplinary model of a scientific classroom discourse community during a science methods course. Findings …

A Professional Learning Community Activity For Science Teachers: How To Incorporate Discourse-Rich Instructional Strategies Into Science Lessons, Elizabeth Lewis, Dale Baker, Nievita Bueno Watts, Michael Lang

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design activity provides a quick and practical means of transforming science lessons to be more engaging for students. Through this activity teachers can redesign any science lesson by focusing on each of the five core components of a scientific classroom discourse community: (a) scientific inquiry, (b) oral discourse, (c) written discourse, (d) academic language development, and (e) learning …

A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards, Tashana Howse

Electronic Theses and Dissertations

This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two …

Professional Development: A Case Study Of Mrs. G, Sharilyn Kay Owens

Doctoral Dissertations

This dissertation is a case study of one teacher who participated in a project that investigated the effects of the Texas Instruments NavigatorTM, a wireless communication system on student algebra achievement and related pedagogy. The larger study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) based at The Ohio State University (OSU), funded by the U. S. Department of Education, involved approximately 120 self-selected participants across the United States. A partial requirement for participation was agreement to attend professional development provided by the CCMS project. The professional development included a week-long summer institute at OSU prior to implementation of …