Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development Commons™

Open Access. Powered by Scholars. Published by Universities.®

Physical Sciences and Mathematics

Series

2006

Articles 1 - 5 of 5

Full-Text Articles in Teacher Education and Professional Development

Inside Unlv, Cate Weeks, Brenda Griego, David Ashley, Mamie Peers, Shane Bevell, Gian Galassi Nov 2006

Inside Unlv, Cate Weeks, Brenda Griego, David Ashley, Mamie Peers, Shane Bevell, Gian Galassi

Inside UNLV

No abstract provided.

Go to article

A Rough Guide To Interdisciplinarity: Graduate Student Perspectives, Jessica K. Graybill, Sarah Dooling, Vivek Shandas, John Withey, Adrienne I. Greve, Gregory L. Simon Sep 2006

A Rough Guide To Interdisciplinarity: Graduate Student Perspectives, Jessica K. Graybill, Sarah Dooling, Vivek Shandas, John Withey, Adrienne I. Greve, Gregory L. Simon

Institute for Sustainable Solutions Publications and Presentations

A widely held belief is that only through interdisciplinarity can academics effectively address today's complex ecological problems, because these problems demand cross-disciplinary efforts and specialized knowledge from natural and social scientists. Innovative interdisciplinary research and curricula have been created to train a new generation of scientists to engage with complex issues. It seems critical that those most affected by interdisciplinary education—doctoral students—provide feedback about such innovations. Without understanding students' experiences in interdisciplinary programs, faculty will not know whether they are "getting it right" for future generations of interdisciplinarians. From our experiences as doctoral students, we provide reflections and perspectives on …

Go to article

Technology Professional Development: Long-Term Effects On Teacher Self-Efficacy, George R. Watson Jan 2006

Technology Professional Development: Long-Term Effects On Teacher Self-Efficacy, George R. Watson

Educational Foundations and Technology

The West Virginia K-12 RuralNet Project was an NSF funded program to train inservice teachers on integrating the Internet into science and mathematics curriculum. The program involved training inservice teachers through an intensive summer workshop and supplemental online courses. This study examines the effects of the project on the long-term self-efficacy of inservice teachers and their use of the Internet in the classroom. The specific research questions addressed are: Do professional development programs affect the long-term self-efficacy of inservice teachers? Did the addition of online courses and follow-up to the program affect self-efficacy levels? Finally, do certain external factors, specifically …

Go to article

A Framework For Inclusive Teaching In Stem Disciplines, Lois Reddick, Wayne Jacobson, Angela Linse, Darryl Yong Jan 2006

A Framework For Inclusive Teaching In Stem Disciplines, Lois Reddick, Wayne Jacobson, Angela Linse, Darryl Yong

All HMC Faculty Publications and Research

A wide body of literature exists recounting the ways in which inclusive teaching practices and principles benefit students and positively impact learning, student retention, and professional development across disciplines. However, STEM faculty do not readily accept the traditional approach of examining course content from multiple perspectives as relevant to their course content or useful in their teaching. In this chapter, we propose a Framework for Inclusive Teaching in STEM Disciplines that reflects the contexts of teaching in these disciplines, and extends James Banks’ Five Dimensions of Multicultural Education to the distinct needs of STEM faculty in their classes. We also …

Go to article

Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh Jan 2006

Using Student Generated Qualitative Ecological Models, J. Scott Blackwood, Marion Dresner, Hang-Kwang Luh

Environmental Science and Management Faculty Publications and Presentations

In this activity, students construct qualitative models of an ecosystem and use the models to gain a better understanding of direct and indirect ecological interactions. Qualitative modeling is described for use in two procedures, each with different educational goals and student backgrounds in mind. Part 1 is designed with the non-major or beginning ecology student in mind, and is intended both to improve student understanding of the ecosystem of interest and to provide a framework for the instructor to assess student learning. Part 2 is designed for more advanced students of ecology and involves the use of modeling software (POWERPLAY) …

Go to article