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Articles 1 - 15 of 15
Full-Text Articles in Education
Faculty Drivers And Barriers: Laying The Groundwork For Undergraduate Stem Education Reform In Academic Departments, Susan E. Shadle, Anthony Marker, Brittnee Earl
Faculty Drivers And Barriers: Laying The Groundwork For Undergraduate Stem Education Reform In Academic Departments, Susan E. Shadle, Anthony Marker, Brittnee Earl
CTL Teaching Gallery
Background: Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an effort to shift teaching norms, with a long-term goal of altering the culture around teaching and learning in STEM. While the effort was envisioned and led at the institutional level, dialog about …
Assessing Teacher Attentiveness To Student Mathematical Thinking, Michele B. Carney, Laurie Cavey, Gwyneth Hughes
Assessing Teacher Attentiveness To Student Mathematical Thinking, Michele B. Carney, Laurie Cavey, Gwyneth Hughes
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This article illustrates an argument-based approach to presenting validity evidence for assessment items intended to measure a complex construct. Our focus is developing a measure of teachers’ ability to analyze and respond to students’ mathematical thinking for the purpose of program evaluation. Our validity argument consists of claims addressing connections between our item-development process and the theoretical model for the construct we are trying to measure: attentiveness. Evidence derived from theoretical arguments in conjunction with our multiphased item-development process is used to support the claims, including psychometric evidence of Rasch model fit and category ordering. Taken collectively, the evidence provides …
“All Students Are Brilliant”: A Confession Of Injustice And A Call To Action, Amy D. Robertson, Leslie J. Atkins Elliott
“All Students Are Brilliant”: A Confession Of Injustice And A Call To Action, Amy D. Robertson, Leslie J. Atkins Elliott
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The two of us (AR and LAE), in our teaching, research, and work with teachers, advocate for responsive teaching—an approach that seeks out and builds on the productive “seeds of science” in what our students say and do and assumes that “all students…are brilliant.” This pedagogical approach requires a commitment to listening to and intellectually empathizing with students’ scientific ideas.
Two Departments, Two Models Of Interdisciplinary Peer Learning, Julianne A. Wenner, Paul J. Simmonds
Two Departments, Two Models Of Interdisciplinary Peer Learning, Julianne A. Wenner, Paul J. Simmonds
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
On graduation, teacher candidates (TCs) are typically underprepared to teach science, particularly physical science, whereas physics graduates frequently lack training in teaching or effective communication. In response, we created two models for interdisciplinary peer learning where TCs were paired with either graduate or undergraduate physics students. In both models, physics students teach TCs content knowledge relevant to a given area of either classical or quantum physics, which TCs then use to design and implement a short lesson for K-5 students. Overall, both models were successful, with the two sets of students reporting benefits in each case. Affordances for TCs included …
Measuring Rights-Based Perspectives: A Validation Of The Human Rights Lens In Social Work Scale, Jane Mcpherson, Carl F. Siebert, Darcy Clay Siebert
Measuring Rights-Based Perspectives: A Validation Of The Human Rights Lens In Social Work Scale, Jane Mcpherson, Carl F. Siebert, Darcy Clay Siebert
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Objective: This article reports the initial validation of the Human Rights Lens in Social Work (HRLSW) scale, a tool designed to measure a social worker’s ability to see individual and social problems as resulting from human rights violations. The purpose of the research was to gather evidence regarding the validity of this multidimensional measure of a new construct, i.e., human rights lens. Method: Data from a convenience sample of 1,014 licensed clinical social workers were collected by electronic survey, and the sample was split to conduct discrete exploratory and confirmatory factor analyses. The exploratory factor analysis was performed on …
Pre-Service Teachers’ Perceptions Of Their Abilities For Technology Integration: A Mixed Methods Case Study, David James Mulder
Pre-Service Teachers’ Perceptions Of Their Abilities For Technology Integration: A Mixed Methods Case Study, David James Mulder
Boise State University Theses and Dissertations
This case study was developed to understand pre-service teachers’ perceptions of their abilities to integrate technology into the classroom, and to understand their perceptions of how those abilities developed. The case that was investigated in this study is the teacher preparation program at a small comprehensive college located in the upper Great Plains region of the United States. Utilizing a convergent parallel mixed-methods design, both a survey as well as semi-structured interviews provided data to understand pre-service teachers’ perceptions of their preparation for technology integration. The TPACK framework for technology integration (Mishra & Koehler, 2006) and self-efficacy theory (Bandura, 1986, …
Impacting Instructional Practice In The Secondary Mathematics Classroom: Does Mindset Matter?, Tatia Totorica
Impacting Instructional Practice In The Secondary Mathematics Classroom: Does Mindset Matter?, Tatia Totorica
Boise State University Theses and Dissertations
National and international testing data reveal that current mathematics achievement falls short of the mark, supporting the claim that existing mathematical practice is insufficient to meet our students’ needs. Research shows that experiential, social learning which emphasizes mathematical understanding over procedural mastery has more impact on student achievement, while widespread adoption of the Common Core State Standards for Mathematics further supports the call for transformational shifts in pedagogy. Despite all this, the behaviorist orientation which dominates much of current mathematical practice persists. The barriers to change and the ways in which various interventions address those barriers was the focus of …
The Theoretical And Empirical Basis Of Teacher Leadership: A Review Of The Literature, Julianne A. Wenner, Todd Campbell
The Theoretical And Empirical Basis Of Teacher Leadership: A Review Of The Literature, Julianne A. Wenner, Todd Campbell
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The current review examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. Within this review, the most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of …
Faculty Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover
Faculty Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover
University Author Recognition Bibliography: 2017
The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study was to identify how this faculty development model impacts course design, assessment strategies, and the integration of mobile technology in teaching and learning. Data was collected during a three-day mobile learning, professional development program, via pre and post survey and a focus group meeting. Results indicate that faculty benefited positively from their experience. Faculty reported that they learned methods for integrating mobile learning into their course design and gained knowledge …
Benefits Of Participating In Service-Learning, Business-Related Classes: Assessing The Impact On The Community Partners, Nancy Vizenor, Tasha J. Souza, Joshua Jordan Ertmer
Benefits Of Participating In Service-Learning, Business-Related Classes: Assessing The Impact On The Community Partners, Nancy Vizenor, Tasha J. Souza, Joshua Jordan Ertmer
CTL Teaching Gallery
Problem: Many universities offer service-learning classes that provide opportunities for students and community partners to work together on semester-long projects. Researchers have been especially interested in the benefits students receive in service-learning classes, and those benefits have been well recognized (Eyler, Giles, Stenson, & Gray, 2001). However, the benefits to community partners have been assumed but seldom explored empirically (Bringle & Steinberg, 2010; Cruz & Giles, 2000; Dorado & Giles, 2004). Research Questions: How beneficial were the service-learning projects to the community partners? What were the community partners’ experiences working with the students? Research Methods: A cross-sectional descriptive design was …
Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover
Teaching Faculty: A Model Of Professional Development For Mobile Learning Integration In Higher Education, Devshikha Bose, Lana Grover
CTL Teaching Gallery
The purpose of this study was to document faculty perceptions on the impact of an instructional designer supported, faculty peer instruction model of professional development. The aim of the study was to identify how this faculty development model impacts course design, assessment strategies, and the integration of mobile technology in teaching and learning. Data was collected during a three-day mobile learning, professional development program, via pre and post survey and a focus group meeting. Results indicate that faculty benefited positively from their experience. Faculty reported that they learned methods for integrating mobile learning into their course design and gained knowledge …
Consolidated Energy: Hillary Clinton And The 2016 U.S. Presidential Campaign, David Gabbard
Consolidated Energy: Hillary Clinton And The 2016 U.S. Presidential Campaign, David Gabbard
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The one on a one-dollar bill signifies a quantitive measure of that one’s symbolic energy – what we would normally call its value. In the absence of energy, life cannot form. Just as nature abhors a vacuum, we learn to abhor a debt. This understanding of value and debt informs the larger framework of analysis used to examine the seemingly never ending U.S. Presidential campaign of 2016. While many argue that Hillary Clinton represented the maintenance of the status quo, this paper points to evidence supporting a different conclusion. In the first place, to what status quo could they be …
Urban Elementary Science Teacher Leaders: Responsibilities, Supports, And Needs, Julianne A. Wenner
Urban Elementary Science Teacher Leaders: Responsibilities, Supports, And Needs, Julianne A. Wenner
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The challenge of science achievement gaps is one that scholars have struggled to solve. Teacher leadership holds great promise in closing those gaps. Therefore, the purpose of the research reported here was to explore the responsibilities and supports of formally designated science teacher leaders (STLs) in urban elementary schools that have been successful in closing science achievement gaps. Using York-Barr and Duke’s (2004) review on teacher leadership as a framework, findings from this study indicate that urban elementary STLs emphasize certain dimensions of practice (e.g., building partnerships) while deemphasizing or even omitting others (e.g., working with preservice teachers). Findings also …
Social Justice Through Citizenship Education: A Collective Responsibility, Sara Winstead Fry, Jason O'Brien
Social Justice Through Citizenship Education: A Collective Responsibility, Sara Winstead Fry, Jason O'Brien
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Existing research suggests that preservice elementary teachers tend to believe “good” citizens are people who follow laws and help others rather than people who embrace a more active model of citizenship that includes working to improve society. The authors propose that this trend results from a self-perpetuating cycle of passive citizenship that develops in part due to state curriculum standards and school experiences which focus on transmitting knowledge rather than preparing students to be active agents of change. The article presents the results of action research conducted in a teacher preparation course; the research was designed to investigate the impact …
Taking A Community Approach To Curriculum Change, Sarah E. Dalrymple, Anna Jo Auerbach, Elisabeth E. Schussler
Taking A Community Approach To Curriculum Change, Sarah E. Dalrymple, Anna Jo Auerbach, Elisabeth E. Schussler
CTL Teaching Gallery
Many undergraduate institutions are reforming their courses to increase student engagement. A critical challenge in these efforts is to engage the academic community beyond the instructors in the process of change. At our university, we embraced this challenge by creating a volunteer community of faculty, postdocs, graduate students, and undergraduates to design the discussion curricula for a new introductory biology sequence. We report on this process of curriculum development using a case study approach and describe how the community created the new curriculum and how they perceived the outcomes of the process. Our findings indicate that this curriculum design approach …