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Full-Text Articles in Education
The Wingman Project: An Exploratory Study Of School-Based Communication With Grandparents, Meghan Eliason
The Wingman Project: An Exploratory Study Of School-Based Communication With Grandparents, Meghan Eliason
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
In this paper, I explain the design and implementation of an e-newsletter created to engage grandparents with public schools. A brief literature review, the process for creating the e-newsletter, and my data collection methods are explained. The conclusions and implementations offered provide insight into how public schools can engage grandparents as important members of their school communities.
Using Solution Strategies To Examine And Promote High School Students’ Understanding Of Exponential Functions: One Teacher’S Attempt, Jonathan L. Brendefur, Kim Bunning, Walter G. Secada
Using Solution Strategies To Examine And Promote High School Students’ Understanding Of Exponential Functions: One Teacher’S Attempt, Jonathan L. Brendefur, Kim Bunning, Walter G. Secada
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Much research has been conducted on how elementary students develop mathematical understanding and subsequently how teachers might use this information. This article builds on this type of work by investigating how one high-school algebra teacher designs and conducts a lesson on exponential functions. Through a lesson study format she studies with her colleagues how other algebra students have mathematically modeled a bacteria growth problem with no prior formal instruction. Analysis revealed that the teacher was able to use students’ algebraic thinking to structure her class and begin promoting mathematical understanding. The implications for building on students’ conceptions of algebra are …
“The False Promise Of Group Harmony”: The Centrality Of Challenging Practices In Teachers’ Professional Development, Miriam Raider-Roth, Vicki Stieha, Mark Kohan, Carrie Turpin
“The False Promise Of Group Harmony”: The Centrality Of Challenging Practices In Teachers’ Professional Development, Miriam Raider-Roth, Vicki Stieha, Mark Kohan, Carrie Turpin
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This article discusses an action research study of a week-long Summer Teachers Institute which immersed teachers in the study of Jewish historical and cultural texts. We investigate how this kind of cultural immersion created opportunities for transformative learning – the kind of learning that would not merely be the application of “new lessons,” but that would also help teachers reconceptualize their teaching practices regarding Jewish religion and culture. Our findings suggest that text study practices of challenging – in tandem with practices of supporting and voicing – were central in constructing a “relational learning community.” Such a community was a …
Instructional Learning Teams: A Case Study, Jonathan L. Brendefur, Brian Whitney, Roger A. Stewart, Joshua Pfiester, Julia Zarbnisky
Instructional Learning Teams: A Case Study, Jonathan L. Brendefur, Brian Whitney, Roger A. Stewart, Joshua Pfiester, Julia Zarbnisky
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Changing teacher practices to improve student learning is a challenge. For teachers’ practices to change, faculties within schools must build communities of practice. However, supporting teachers’ collaborative learning within a Professional Learning Team can be an elusive challenge. We found through the Instructional Learning Team (ILT) model of professional development that teachers have a focused model to make effective changes to their practice. ILTs promote school improvement by providing a process through which teachers collaboratively focus on sustained reflection about student learning tasks, instruction, and student work using the Japanese Lesson Study and critiquing their work using Newmann’s (1996) Intellectual …
Place Based Stem: Leveraging Local Resources To Engage K-12 Teachers In Teaching Integrated Stem And For Addressing The Local Stem Pipeline, Louis Nadelson, Anne Seifert, Meagan Mckinney
Place Based Stem: Leveraging Local Resources To Engage K-12 Teachers In Teaching Integrated Stem And For Addressing The Local Stem Pipeline, Louis Nadelson, Anne Seifert, Meagan Mckinney
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Business, industry, parks, nature settings, government infrastructure, and people, can be invaluable resources for connecting STEM curriculum within context which results in conditions ideal for promoting purposeful learning of authentic STEM content. Thus, community-based STEM resources offer ideal context for teaching STEM content. A benefit of focusing teacher attention on these contextual, content aligned resources is that they are in every community; making place-based STEM education a possibility, regardless of the location of STEM teaching and learning. Further, associating STEM teaching and learning with local resources addresses workforce development and the STEM pipeline by exposing students to STEM careers and …