Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 4 of 4
Full-Text Articles in Education
Supporting A Statewide Policy Consideration: Virtual Advancing Educational Leadership Training, Hamada Elfarargy, Beverly J. Irby, Nahed Abdelrahman, Gwendolyn Carol Webb, Angela Abney, Susan Holley, Elsa Villarreal, Carl Fahrenwald
Supporting A Statewide Policy Consideration: Virtual Advancing Educational Leadership Training, Hamada Elfarargy, Beverly J. Irby, Nahed Abdelrahman, Gwendolyn Carol Webb, Angela Abney, Susan Holley, Elsa Villarreal, Carl Fahrenwald
Faculty Publications
COVID-19 pandemic was and continues to be a shock and a challenge to the entire world. This health and safety challenge found its way into the world of higher education, even in programs that were already delivered in online environments. In this study, we examined the perceptions of 79 developing principals enrolled in a Master of Education Degree program in Educational Administration at Texas A&M University in the United States as they processed the efficacy of a virtual professional development (VPD) leadership for a state certificate in Advancing Educational Leadership (AEL). The state agency has required AEL as a 3-day …
The Effects Of A Flipped Classroom On Student Engagement And Motivation, Tarence Roby
The Effects Of A Flipped Classroom On Student Engagement And Motivation, Tarence Roby
Master's Theses & Capstone Projects
The Lone Star High School, which is part of the Frisco Independent School District located in Frisco, Texas is looking for ways to better engage and motivate students in the classroom especially since the COVID-19 pandemic has changed the way teachers teach and students learn. The problem is that Lone Star High School students lack the motivation to learn and stay engaged in the classroom setting. The purpose of this school improvement plan was to research the flipped classroom teaching model and to educate teachers through professional development about the benefits of using the flipped teaching method of instruction as …
Professional Development For Early Career Dber Scholars Through In-Person And Virtual Career Panel Workshops, Miranda M. Chen Musgrove, Elizabeth Genné-Bacon, Kelsey Gray, Ashley B. Heim, Anupriya Karippadath, Rita Margarida Magalhães, Brie Tripp, Anna J. Zelaya
Professional Development For Early Career Dber Scholars Through In-Person And Virtual Career Panel Workshops, Miranda M. Chen Musgrove, Elizabeth Genné-Bacon, Kelsey Gray, Ashley B. Heim, Anupriya Karippadath, Rita Margarida Magalhães, Brie Tripp, Anna J. Zelaya
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
In discipline-based education research (DBER), early career scholars, such as graduate students and postdoctoral researchers, observe a slew of possible career pathways. Yet, there is a lack of opportunities to learn about such pathways, particularly when transitioning from traditional science, technology, engineering, or math (STEM) disciplinary training into a DBER position. Thus, the DBER Scholars-in-Training Professional Development subcommittee was created within the Society for the Advancement of Biology Education Research (SABER) community to develop a collection of workshops that would serve the greatest professional development needs of early career scholars entering DBER. Through a series of surveys disseminated over multiple …
The Impact Of A Professional Development Mooc On The Teaching Beliefs Of University Science Laboratory Teachers, Natasa Brouwer, Gunther Fleerackers, Iwona Maciejowska, Claire M. Mcdonnell, Mauro Mocerino
The Impact Of A Professional Development Mooc On The Teaching Beliefs Of University Science Laboratory Teachers, Natasa Brouwer, Gunther Fleerackers, Iwona Maciejowska, Claire M. Mcdonnell, Mauro Mocerino
Articles
This study contributes to the understanding of online professional development of university STEM (Science, Technology, Engineering and Mathematics) lecturers. An active learning massive open online course (MOOC) to develop best practice in teaching in university science laboratories was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model in three cycles. The teaching beliefs and intentions of the participants were determined before and after they completed the MOOC and their level of satisfaction with this professional development opportunity was examined using a survey. The results showed high completion rates and an appreciation of the online course design. Participants who completed …