Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
-
- Environmental literacy (2)
- Agency (1)
- Bilingual discussion (1)
- Citizen science (1)
- Collective Case Study (1)
-
- Communities of practice (1)
- Content-language integrated learning (1)
- Culture Shock (1)
- Curriculum courses (1)
- Curriculum integration (1)
- Early field experiences (1)
- Environmental education (1)
- Evolution (1)
- Facilitating (1)
- Functional scientific literacy (1)
- High school mathematics (1)
- Identity (1)
- International Education (1)
- Interventions (1)
- Learning progression (1)
- Literacy integration (1)
- Middle level pre-service teachers (1)
- Misconceptions (1)
- Modeling (1)
- Nature of science (1)
- On-site (1)
- Overview (1)
- Partner schools (1)
- Place (1)
- Professional learning communities (1)
Articles 1 - 17 of 17
Full-Text Articles in Education
Going With The Flow: Shifting Face-To-Face Pd To Fully Online In The Era Of Covid-19, Heather C. Scott, Lacey D. Huffling
Going With The Flow: Shifting Face-To-Face Pd To Fully Online In The Era Of Covid-19, Heather C. Scott, Lacey D. Huffling
Department of Middle Grades and Secondary Education Faculty Publications
Immersive professional development is often used to provide teachers first-hand experience in developing placebased curricula. Knowing this, we had carefully crafted such a professional development for our participants to learn how to engage their students in local watershed research and ecology. However, following year one of a two-year grant-funded weeklong summer professional development opportunity for teachers in the Okefenokee Swamp, a shift to online instruction occurred due to COVID-19 related travel restrictions. Although the first summer in the swamp and the successive year of follow-up with teacher participants proved successful, the shift to online asynchronous instruction proved surprisingly successful as …
Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow
Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow
Department of Middle Grades and Secondary Education Faculty Publications
This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett’s (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term …
Teacher Awareness Of Trauma Informed Practice: Raising Awareness In Southeast Georgia, Regina Rahimi, Delores D. Liston, Amee Adkins, Jamie Nourzad
Teacher Awareness Of Trauma Informed Practice: Raising Awareness In Southeast Georgia, Regina Rahimi, Delores D. Liston, Amee Adkins, Jamie Nourzad
Department of Middle Grades and Secondary Education Faculty Publications
While the concept of trauma-informed care has been developed in other fields, its development within the field of Education is relatively new (Thomas, Crosby, & Vanderhaar, 2019), However, as the educational field is becoming more and more aware of this approach, we recognize there is a critical need for teachers and other educational professionals to recognize the symptoms of trauma in students, the associated behaviors of trauma-affected students, and instructional and environmental strategies for addressing these to support student success (trauma informed pedagogy). This paper outlines a study examining the extent to which teachers in the region of southeast Georgia …
Using Critical Environmental Agency To Engage Teachers In Local Watersheds Through Water Quality Citizen Science, Lacey D. Huffling, Heather Scott
Using Critical Environmental Agency To Engage Teachers In Local Watersheds Through Water Quality Citizen Science, Lacey D. Huffling, Heather Scott
Department of Middle Grades and Secondary Education Faculty Publications
This qualitative study explores teachers’ critical environmental agency (CEA) through deepening content knowledge, engaging in identity development, developing a critical consciousness of place, and moving toward civic action. We explored the meanings secondary science teachers made of an on-going professional development (PD) situated in the Okefenokee Swamp (unique ecosystem that drains to Gulf of Mexico and Atlantic Ocean) and focused on local watershed citizen science monitoring and the global implications of all water being connected. Data analyses focused on how the nineteen teachers’ experiences and meanings were leveraged to develop CEA and the constraints that restricted their CEA development. Our …
Using Critical Environmental Agency To Engage Teachers In Local Watersheds Through Water Quality Citizen Science, Lacey D. Huffling, Heather C. Scott
Using Critical Environmental Agency To Engage Teachers In Local Watersheds Through Water Quality Citizen Science, Lacey D. Huffling, Heather C. Scott
Department of Middle Grades and Secondary Education Faculty Publications
This qualitative study explores teachers’ critical environmental agency (CEA) through deepening content knowledge, engaging in identity development, developing a critical consciousness of place, and moving toward civic action. We explored the meanings secondary science teachers made of an on-going professional development (PD) situated in the Okefenokee Swamp (unique ecosystem that drains to Gulf of Mexico and Atlantic Ocean) and focused on local watershed citizen science monitoring and the global implications of all water being connected. Data analyses focused on how the nineteen teachers’ experiences and meanings were leveraged to develop CEA and the constraints that restricted their CEA development. Our …
Integrating Mathematics, Science, And Literacy Into A Culturally Responsive Stem After-School Program, Shelli L. Casler-Failing, Alma D. Stevenson, Beverly A. King Miller
Integrating Mathematics, Science, And Literacy Into A Culturally Responsive Stem After-School Program, Shelli L. Casler-Failing, Alma D. Stevenson, Beverly A. King Miller
Department of Middle Grades and Secondary Education Faculty Publications
This manuscript shares the implementation of an after-school literacy in STEM (science, technology, engineering, and mathematics) program designed for middle grades students to increase their interest in science and mathematics learning. This program was conducted at our local Boys and Girls Club facilities where students learned about four science topics (renewable energy, water cycle, Newton’s laws, and natural disasters). Students participated in culturally responsive reading and writing activities incorporating culturally relevant books, journal writing, hands-on projects, and a culminating science fair presentation on the topic of their choice. The authors determined that using literature, particularly culturally responsive picture books and …
Cultivating Water Literacy In Stem Education: Undergraduates' Socio-Scientific Reasoning About Socio-Hydrologic Issues, David C. Owens, Destini N. Petitt, Diane Lally, Cory T. Forbes
Cultivating Water Literacy In Stem Education: Undergraduates' Socio-Scientific Reasoning About Socio-Hydrologic Issues, David C. Owens, Destini N. Petitt, Diane Lally, Cory T. Forbes
Department of Middle Grades and Secondary Education Faculty Publications
Water-literate individuals effectively reason about the hydrologic concepts that underlie socio-hydrological issues (SHI), but functional water literacy also requires concomitant reasoning about the societal, non-hydrological aspects of SHI. Therefore, this study explored the potential for the socio-scientific reasoning construct (SSR), which includes consideration of the complexity of issues, the perspectives of stakeholders involved, the need for ongoing inquiry, skepticism about information sources, and the affordances of science toward the resolution of the issue, to aid undergraduates in acquiring such reasoning skills. In this fixed, embedded mixed methods study (N = 91), we found SHI to hold great potential as meaningful …
Leveraging Communities Of Practice To Build Integrated Professional Learning Communities For Stem Education, Amanda L. Glaze
Leveraging Communities Of Practice To Build Integrated Professional Learning Communities For Stem Education, Amanda L. Glaze
Department of Middle Grades and Secondary Education Faculty Publications
In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. As a …
Curriculum Integration: Walking The Walk, Taylor Norman, Amanda Wall
Curriculum Integration: Walking The Walk, Taylor Norman, Amanda Wall
Department of Middle Grades and Secondary Education Faculty Publications
Curriculum integration is a hallmark of middle level education. This approach to education involves blending topics across content areas as a way of studying topics and problems of interest to young adolescents. Approaches to curriculum integration and interdisciplinary curriculum overlap with concepts like democratic education, place-based learning, student agency, and student-designed curriculum. Here, two teacher educators report on a recent initiative in which we co-designed integrated curriculum along with middle level teacher candidates. We drew on place-based instruction and models of collaboration to develop this project. Candidates then developed integrated units appropriate for middle school classrooms.
The Dynamic Integration Of Content And Language During Bilingual Discussion Of Mathematics Word Problems, Alandeom W. Oliveira, Carla Meskill, Karen Gregory, Patterson Rogers, Shelli L. Casler-Failing
The Dynamic Integration Of Content And Language During Bilingual Discussion Of Mathematics Word Problems, Alandeom W. Oliveira, Carla Meskill, Karen Gregory, Patterson Rogers, Shelli L. Casler-Failing
Department of Middle Grades and Secondary Education Faculty Publications
This study explores the discourse strategies adopted by a bilingual tutor to integrate content and second language learning, and support a student with limited English proficiency while discussing a set of word problems. Our findings reveal an integrated curriculum space wherein instructional focus oscillates between language and content. Pedagogical scaffolding was accomplished through strategic interspersing of pedagogical supports characterised by a linguistic focus (attention to words exchanged) or an epistemic focus (attention on mathematical ideas). Central to linguistically focused strategies was the deployment of oral translation techniques (literal translation, borrowing, modulation, and equivalence). By contrast, epistemically focused strategies entailed metaphorical …
Teaching And Learning Science In The 21st Century: Challenging Critical Assumptions In Post-Secondary Science, Amanda L. Glaze
Teaching And Learning Science In The 21st Century: Challenging Critical Assumptions In Post-Secondary Science, Amanda L. Glaze
Department of Middle Grades and Secondary Education Faculty Publications
It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that …
Integrating Lego Robotics Into A 5th Grade Cross Curricular Unit To Promote The Development Of Narrative Writing Skills, Shelli L. Casler-Failing
Integrating Lego Robotics Into A 5th Grade Cross Curricular Unit To Promote The Development Of Narrative Writing Skills, Shelli L. Casler-Failing
Department of Middle Grades and Secondary Education Faculty Publications
This paper describes a unit designed to promote the development of narrative writing skills among 5th grade students through the use of LEGO robotics. Over the course of four, two and one-half hour sessions (one day per week for four consecutive weeks), the students learned how to construct and program robots, write and present a proposal to complete a mission, and connected the learning to their personal experiences with Hurricane Irma. The students began the activity with prior knowledge of World War II and Hiroshima. After learning the basics of building and programming robots, they were presented with a …
Curriculum Integration: An Overview, Amanda Wall, Alisa Leckie
Curriculum Integration: An Overview, Amanda Wall, Alisa Leckie
Department of Middle Grades and Secondary Education Faculty Publications
Curriculum integration is a tenet of middle level education. This We Believe, the position paper of the Association for Middle Level Education, advocates for curriculum that is exploratory, relevant, integrative, and meaningful for young adolescents. Teachers can integrate curriculum across content areas by anchoring units of study in issues and themes that are determined along with students. Researchers have studied curriculum integration in different capacities, and further research can continue to explore the impact of this approach to curriculum.
Taking It To The Streets: Teaching Methods And Curriculum Courses On-Site With Partner Schools, Amanda Wall, Christine Draper
Taking It To The Streets: Teaching Methods And Curriculum Courses On-Site With Partner Schools, Amanda Wall, Christine Draper
Department of Middle Grades and Secondary Education Faculty Publications
Our introductory middle grades course meets on-site in a partner school. This context for the course derives from an overall emphasis on partnerships in our College of Education. Meeting on-site affords teacher candidates more continuity in a middle level classroom so that they can observe young adolescents and middle level teaching. At the early stage of our program, this course meeting on-site helps prepare teacher candidates to contribute positively to schooling for young adolescents.
Facilitating Middle Level Pre-Service Teachers’ Literacy Integration In Early Field Experiences, Alisa Leckie, Amanda Wall
Facilitating Middle Level Pre-Service Teachers’ Literacy Integration In Early Field Experiences, Alisa Leckie, Amanda Wall
Department of Middle Grades and Secondary Education Faculty Publications
This study explored how pre-service teachers integrated literacy in middle level social studies. This study was conducted in the context of the Common Core State Standards (CCSS) and their focus on disciplinary literacy, the Council for the Accreditation of Educator Preparation (CAEP) Standards and their focus on rich clinical experiences, and concepts of interdisciplinary and integrated curriculum central to middle level philosophy (NMSA, 2010). Three pre-service teachers in their first extended field practicum took part in this collective case study (Yin, 2009). We identified two key findings. First, these pre-service teachers primarily integrated literacy in ways that were brief, teacher-directed, …
Quantitative Reasoning Learning Progression: The Matrix, Robert L. Mayes, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Franziska Peterson, Rachel Walker
Quantitative Reasoning Learning Progression: The Matrix, Robert L. Mayes, Jennifer H. Forrester, Jennifer D. Schuttlefield Christus, Franziska Peterson, Rachel Walker
Department of Middle Grades and Secondary Education Faculty Publications
The NSF Pathways Project studied the development of environmental literacy in students from grades six through high school. Learning progressions for environmental literacy were developed to explicate the trajectory of learning. The Pathways QR research team supported this effort by studying the role of quantitative reasoning (QR) as a support or barrier to developing environmental literacy. An iterative research methodology was employed which included targeted student interviews to establish QR learning progression progress variables and elements comprising those progress variables, development of a QR learning progression framework, and closed-form QR assessments to verify the progression. In this paper the focus …
Mexican American Identities And Histories In Children’S Picture Storybooks: Thinking Critically, Thinking Diversely, Scott A. Beck
Mexican American Identities And Histories In Children’S Picture Storybooks: Thinking Critically, Thinking Diversely, Scott A. Beck
Department of Middle Grades and Secondary Education Faculty Publications
Each year increasing numbers of Mexican-heritage students are served by teachers with little knowledge of the history and diversity of the Mexican American community. This article introduces teachers to Mexican American history and diversity while taking a useful and critical look at children’s picture storybooks regarding Mexican-heritage peoples in the U.S. Ideas in the article regarding how to select, compare and contrast these picture books in the classroom will allow teachers to learn about their Mexican-heritage students, counter prejudices and stereotypes, and more effectively reach out to build academic and personal connections with these students.