Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 5 of 5
Full-Text Articles in Education
Facilitating Changes In College Teaching Practices: Instructional Reform, Identity Conflict And Professional Community In A K-20 Partnership, Stacy Olitsky
Stacy Olitsky
In this paper, I explain variation in the adoption of student-centred teaching practices among college faculty members in a program designed to promote K-20 instructional reform. I analyze data from a qualitative study of a Math and Science Partnership in order to understand why some faculty members had undergone extensive changes to their practices whereas others had not, even though both groups had demonstrated changes in their beliefs. Findings show that when collective identities focused on reform become more salient than the role identities associated with their teaching positions, faculty members are able to persist through the loss of self-efficacy …
Fostering Preservice Teacher Identity In Science Through A Student-Selected Project, D.J. Wink, J. Ellefson, M. Nishimura, D. Perry, S. Wenzel, Jeong Hwang Choe
Fostering Preservice Teacher Identity In Science Through A Student-Selected Project, D.J. Wink, J. Ellefson, M. Nishimura, D. Perry, S. Wenzel, Jeong Hwang Choe
Jeong Choe
This article addresses the problem of authentic student engagement in the science classroom by incorporating a semester long research and writing assignment that enables students to investigate scientific topics related to strong personal, career, or health interests.
Science Education On The U.S./Mexico Border: Field-Based Studies For Future Teachers In Bilingual/Binational Schools, William H. Robertson, Judith Munter, Claudia V. Garcia
Science Education On The U.S./Mexico Border: Field-Based Studies For Future Teachers In Bilingual/Binational Schools, William H. Robertson, Judith Munter, Claudia V. Garcia
William H. Robertson
The University of Texas at El Paso’s field-based program of studies for future teachers provides opportunities for powerful learning through a dialectical union of reflection and action. Methods courses in academic disciplines are linked with seminars and coursework on community partnerships, critical pedagogy and culturally responsive education. This article illustrates the processes of planning, implementation and evaluation of this approach, highlighting the impacts of community service learning. Parents, students and future teachers interact in workshops that center on validating native language literacy, increasing parental involvement and providing conceptually correct science education. The project indicates that two-way dual language programs with …
The Illinois Mathematics And Science Academy Research And Dissemination Network Academic Year 2002-03 Final Report To The Smithsonian Institution, Steven R. Rogg
Steven R Rogg
This document is a status report on the Illinois Mathematics and Science Academy’s (IMSA) Research and Dissemination Network, which is funded as a contract with the Smithsonian Institution. In response to significant recent changes in project organization and activities, this report traces key developments of the project over its ten-year history. The report concludes with a summary of accomplishments during the current 2002-03 academic year.
Xavier University's Discovering Life Science Program Evaluation Final Report, Steven R. Rogg
Xavier University's Discovering Life Science Program Evaluation Final Report, Steven R. Rogg
Steven R Rogg
This document is the final report of the external evaluation of the project entitled: Implementing Inquiry and Technology in a Biology Lab for Pre–service Teachers and Non-majors embodied in Xavier University’s laboratory course Biol-125: Discovering Life Science and funded under the National Science Foundation (NSF), Division of Undergraduate Education (DUE) of the Directorate for Education and Human Resources (HER.) award no. DUE#99-50373. The period of NSF funding for this two-year project of the NSF/HER/DUE Course, Curriculum and Laboratory Improvement Program was June 1, 1999 through May 31, 2001. There are several accomplishments that the University and the principal investigators can …