Teacher Education and Professional Development Commons^™

Overcoming The Barriers To Teaching Teamwork To Undergraduates In Stem, Gregory R. Goldsmith, Miranda L. Aiken, Hector M. Camarillo-Abad, Kamal Diki, Daniel L. Gardner, Mario Stipčić, Javier F. Espeleta

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

There is widespread recognition that undergraduate students in the life sciences must learn how to work in teams. However, instructors who wish to incorporate teamwork into their classrooms rarely have formal training in how to teach teamwork. This is further complicated by the application of synonymous and often ambiguous terminology regarding teamwork that is found in literature spread among many different disciplines. There are significant barriers for instructors wishing to identify and implement best practices. We synthesize key concepts in teamwork by considering the knowledge, skills, and attitudes (KSAs) necessary for success, the pedagogies and curricula for teaching those KSAs, …

Steminism: Analyzing Factors That Improve Retention Of Women In Stem, Kira Carter, Jane Kelley, Jason Vasser-Elong, Rc Patterson

Dissertations

Our co-authored research ‘Steminism: Analyzing Factors That Improve Retention for Women as STEM Majors’ analyzed factors that contributed to the retention of women in science, technology, engineering, and mathematics (STEM) programs at Missouri University of Science & Technology (Missouri S&T). Women make up half of the US population, and while careers in (STEM) are an integral part of the US economy, women are underrepresented in these career fields. The purpose of our dissertation is to address the underrepresentation of women in STEM majors. Our methodology included homogeneous sampling to collect qualitative data. More specifically, we consulted with academic advisors and …

Undergraduate Mathematics Students Question And Critique Society Through Mathematical Modeling, Will Tidwell, Amy Bennett

Journal of Humanistic Mathematics

Mathematics can be used as a tool to question and critique society and, in doing so, give us more information about the world around us and how it operates. This however, is not a common perspective that is conveyed to students during their undergraduate mathematics coursework. This paper contributes to the understanding of how undergraduate mathematics students question and critique society via mathematical modeling tasks. In two courses at two universities, 27 mathematics majors and secondary preservice teachers engaged in the modeling process situated in authentic contexts to learn specific concepts and make mathematical connections across domains and disciplines. Both …

Gödel's Theorem In The Continuing Education Of Mathematics Teachers, Ana J. Lemes

Journal of Humanistic Mathematics

The notion of dépaysement épistémologique (epistemological disorientation) aims to capture the sense of disorientation when a learner is led to question their prior assumptions and understandings, generating uncertainty in a context in which they thought they had certain knowledge. This article describes an activity used with a group of practicing mathematics teachers in Uruguay that integrates elements of the history of mathematics related to Gödel’s incompleteness theorem, with the aim of provoking in the participants the experience of dépaysement épistémologique. Results show that several of the teachers participating in the activity felt dépaysement épistémologique, and this feeling triggered …

Pre-Service Teachers Notice Student Thinking: Then What?, Tara Barnhart, Heather J. Johnson, Miray Tekkumru-Kisa

Education Faculty Articles and Research

Research has demonstrated that pre-service teachers (PSTs) can learn to notice students’ thinking in sophisticated ways by analyzing videos of classroom interactions. What is less clear is how PSTs use what they notice about student thinking to inform how they respond. Secondary math and science PSTs from three teacher preparation programs were invited to analyze a video clip identifying noteworthy moments of student thinking and describing an instructional move they might make and why. A qualitative analysis of their responses indicates that the PSTs overwhelmingly noticed both the substance and the source of students’ ideas. However, the patterns in their …

Science Teachers’ Initial Use Of Ngss Science Practices In Diverse Classrooms, Amy Tankersley, Elizabeth Hasseler, Elizabeth B. Lewis, Lyrica Lucas, Brandon Helding

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In the landscape of U.S. education, the widespread adoption of the Next Generation Science Standards (NGSS) offers a unique vantage point for researchers to better understand teacher-, school- and classroom-level factors that advance reform initiatives in science classrooms. Addressing a gap in current knowledge, our study probes how secondary science teachers implement one dimension of NGSS - the science practices (SPs). Our data collection encompasses teacher interviews and meticulous observations of science lessons, coded for NGSS science practices (SPs) and inquiry-based teaching. Embracing a methodologically rich approach, our study employs both qualitative and quantitative data collection and analysis. Quantitatively, we …

The Manifestation Of Elementary Teachers’ Mathematical Identities: An Explanatory Mixed Methods Study, Kyle Brun

West Chester University Doctoral Projects

In the most simplistic form, mathematical identities manifest in the statements, “I am good at math” or “I am not good at math”. Once established, individuals’ identities influence how they interact and approach mathematical problem-solving (Bishop, 2012; Boaler, 2013; Boaler & Selling, 2017). The purpose of this mixed-method explanatory sequential study is to explore a deeper understanding of how elementary teachers’ mathematical identities influence their beliefs about effective math instruction. Utilizing an explanatory sequential mixed-method design, a questionnaire was used for the initial quantitative analysis of teachers' mathematical identities. Analysis of survey submissions identified three unique mathematical identity profiles. Two …

Threshold Concepts In Quantitative Reasoning, Judith Canner, Jennifer E. Clinkenbeard

Numeracy

The idea of “threshold concepts” has been used to identify discipline-based concepts that are critical to that academic area. Threshold concepts are often difficult for students to assimilate in a meaningful way but, once done, can be powerful for the learner. In general, threshold concepts are 1) transformative to learner thinking; 2) bounded by the discipline; 3) integrative with other concepts; and 4) irreversible once understood (Meyer and Land 2003). This paper presents five threshold concepts in quantitative reasoning (QR) developed by transdisciplinary faculty workgroups that may be applicable for non-mathematics disciplines as well. They are as follows: 1) QR …

5e Instructional Model: A Constructivist Approach To Teaching & Learning, Munira Amirali, Javed Ahmad, Shella Asad, Sadam Hussain, Syed Sardar Hussain, Tahira Jabeen, Tajun Nisa, Wahid Murad

Books

I taught ‘Curriculum Teaching and Learning’ as one of the master-level courses that enables course participants to broaden their understanding of curriculum models, teaching, learning and assessment approaches. The assignment required participants to choose a topic in their subject area, review relevant literature, and identify challenges faced by teachers and students during teaching and learning that topic.
In addition, course participants were asked to list misconceptions students possess regarding the relevant topics and explore possible solutions and recommendations to address the identified challenges and misconceptions. Thus, the course participants developed learning resources (lesson plans) using the 5E model (Engage, Explore, …

Initial Growth Of Inclusive Knowledge And Leadership Practices By Science Education Teacher-Leaders, Elizabeth B. Lewis, Elizabeth Hasseler, Rachel Benzoni, Gina S. Matkin

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Introduction & Rationale for Study

● Science teachers are integral to the success of science education reform. ● Science education needs leaders from all parts of the field and system. ● However, science teachers have not been well-positioned for leadership.

Grant-funded Project & Study Focus

Project Phases, Objectives, & Timeline

Conceptual Framework

ACESSE Framework for Equitable Science Learning

Literature Review

Methodology: Approach, Research Question, & Participants, Data Sources & Analytic Methods

Noyce MTFs’ Science Teaching Experience & Certifications

MTFs’ School and District Demographics

Summary of MTFs’ Most Common Leadership Activities

Research Instrument and Analytic Lens

Cohort 1 & 2 Baseline …

A Meta-Synthesis Of The Literature On Science And Engineering Teaching Self-Efficacy: Current Gaps And Future Research Directions, Deepika Menon, Jeanna R. Wieselmann, Sarah Haines, Sumreen Asim

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education given that elementary teachers often have low self-efficacy for STEM teaching. In this article, we synthesize the existing literature on science and engineering teaching self-efficacy to (1) explore trends in science and engineering teaching self-efficacy research, (2) identify current gaps that exist in the literature, and (3) propose a visual model to provide future direction in research. Utilizing a qualitative meta-synthesis, we analyzed 88 articles focused on science and engineering teaching self-efficacy. Of these articles, 66 studied preservice teachers, 21 studied inservice teachers, and one included …

Mentoring Student Teachers For Ambitious And Inclusive Science Teaching, Elizabeth B. Lewis, Elizabeth Hasseler, Karen Covil, Amy Tankersley, Susan Frack

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Introduction: TPP Problem of Practice

Preparing Science Teachers for Teaching in Culturally Diverse Schools ● National average of 70% higher science teacher turnover in Title I versus non-Title I schools (Carver-Thomas & Darling-Hammond, 2017). ● Mismatch between teacher and student demographics; national teacher workforce is overwhelmingly white (and female) and a student population that has become increasingly racially and ethnically diverse. ● Longer, supervised teacher preparation internships have been linked to higher retention rates of new teachers (Carver-Thomas & Darling-Hammond, 2017), but… with more science teachers retiring, there are also fewer master science teachers to mentor preservice teachers.

Context: Our …

Investigating Preservice Secondary Teachers’ Understanding And Enactment Of The Standards‑Based Practices During Microteaching, Deepika Menon, Diana S. Chang, Rosetta W. Ngugi

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Reform efforts in K–12 science education have been gaining pace ever since the introduction of the Next Generation Science Standards (NGSS). The new vision calls for reconsidering teacher preparation programs to prepare future teachers who are confident and competent in delivering NGSS-based instruction. This study investigated the development of 27 preservice secondary science and mathematics teachers’ (PSTs’) knowledge and skills as they understand, interpret, and implement the NGSS, particularly science and engineering practices (SEPs), within the context of microteaching during a STEM methods course. Primary data sources include 12 videos of 40-minute-long microteaching lessons, self-reflections, semistructured and focus-group interviews, and …

Exploring Elementary Teachers’ Self-Efficacy And Propensity For Teaching Stem, Ashley Wilkirson

Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education

The following research is conducted in the interest in exploring self-efficacy (or the lack of) in pre- and in-service elementary school teachers when it comes to teaching STEM. In order to explore the issue of self-efficacy for STEM in elementary schools, it comes to defining what STEM education is and what self-efficacy is. These definitions guide research collected in building these future and current teachers’ self-efficacy, with factors ranging from resources available, pre-service training, professional development, content area knowledge, pedagogical knowledge, perceptions of teaching STEM, and opportunities to collaborate with other teachers were listed as some of the reasons. These …

Examining High School Mathematics Teachers' Research-Based Instructional Practices And Their Relationship To Students' Learning Outcomes: A Convergent Parallel Mixed-Method Study, Isiaka Busari

Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education

This convergent parallel mixed-methods study examines the relationship between high school mathematics teachers' research-based instructional practices and students' learning outcomes in Algebra 1 classrooms at a high school in a central region of a Southern U.S. State. The research addresses improving mathematics proficiency in the United States, where national performance remains below average. Guided by psychological and social constructivism, the study involved three Algebra 1 teachers and 171 students. Data were collected through classroom observations using the Mathematics Classroom Observation Protocol for Practices (MCOP²), teacher interviews, and student pre-and post-tests. Quantitative data from tests and MCOP² were …

Enhancing Rural Science Education Through School District-University Partnership, Venicia A. Ferrell, Alexis S. Tharpe

Center for Educational Partnerships Publications

This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of professional development and place-based learning on student outcomes, with the study’s methodology involving needs assessments, teacher training, and continuous support through modeling and coaching. The findings include gains in achievement and substantial gains in science education. The findings have implications for the design, implementation, and evaluation of university–school partnerships designed to build teachers’ capacity to deliver high-quality …

Incorporating Evidence-Based Teaching Practices In A Civil/Environmental Engineering Course To Improve Learning, Julie Anne Wildschut

University Faculty Publications and Creative Works

The most important goal of teaching is student learning, passing on information from the instructor to the student so they can apply those concepts and skills months and years after instruction. However, this goal is not easily accomplished. Thinking and learning take significant effort and students often resist putting in the required work. Additionally, the increasingly diverse student population and recent disruptions to traditional classroom learning require instructional design to meet learning outcomes. Three evidence-based teaching practices including retrieval practice, spaced (distributed) practice, and interleaving were incorporated into a hydraulics course to improve student learning and evaluated for their effectiveness. …

Can't We Just Use Computers? Initial Efforts On Technology-Enhanced Learning Of Operations Research In A Philippine University, Lester Hao, Jeric C. Briones, Mark Anthony C. Tolentino

Mathematics Faculty Publications

Operations Research (OR) is a required course in any applied math program in the Philippines. It involves complex and computation-heavy algorithms to guide and improve decision-making in organizations and relevant contexts. Despite the advent of software that have automated the computations or the implementation of algorithms, the teaching and learning of OR may still be rife with procedures being performed manually by hand. In this paper, we report on our initial progress on a research project that aims to revise the OR syllabi in one Philippine university, by integrating more technological tools in the teaching and learning of OR for …

Incorporating Sex-Diverse And Gender-Inclusive Perspectives In Higher Education Biology Courses, Breanne N. Harris, A Kelsey Lewis, Sam L. Sharpe, Teri J. Orr, Christopher T. Martine, Chloe C. Josefson

Faculty Journal Articles

Inclusive teaching is teaching in a way that reaches all students in the classroom; this is beneficial for everyone, particularly for those with minoritized identities. Instructors play a critical role in scaffolding how students are exposed to and learn science content in the classroom. In this manuscript, we discuss how biology instructors can make their classrooms more inclusive with regard to sex and gender diversity content. Many topics in biology are based on androcentric, heteronormative, and oppressive framing, even though those lenses are more reflective of our own history and culture than they are of the diversity we see in …

Reformed-Based Approaches To The Teaching And Learning Of Science, Sahar Vali

Graduate Theses, Dissertations, and Problem Reports (ETD)

This qualitative practice-based study explores the efficacy of reformed-based science teaching approaches in fostering meaningful student engagement within elementary science classrooms, framed within the science-as-practice paradigm. Utilizing three theoretical frameworks, the Next Generation Science Standards (NGSS) and Ambitious Science Teaching (AST), and the Teacher Noticing, this research investigates how these frameworks influence student engagement in scientific disciplinary practices. The study draws on data from an NSF-funded project on teacher noticing in fifth-grade classrooms in West Virginia. Through a practice-based research approach, the relationship between teachers’ pedagogical practices and student engagement in science and engineering practices as outlined by NGSS and …

Motivating Math Students Through Socratic Pedagogy, Leslie Berg

Graduate Student Theses, Dissertations, & Professional Papers

This study investigated the impact of implementing the Socratic method in teaching logarithms on the motivation levels of high school Algebra 2 students. Drawing on foundational research by Hirsch and Pfeil (2012), the research involves two classes totaling 28 students, with surveys administered before and after the Socratic lessons to gauge motivation, engagement, and participation levels. The meticulously designed four-day lesson plans employ cooperative dialogue and critical inquiry to foster student understanding of logarithmic concepts. With the teacher serving as a facilitator and students actively participating in the learning process, the study aimed to replicate and build upon previous findings, …

The Decline Of Science In The Early Years: A Diagnosis And A Plan Of Action, Jennifer Bentley

University of the Pacific Theses and Dissertations

Science instruction in the early years of a student’s education career is essential to a student successfully continuing science in their secondary and postsecondary careers. However, the amount of high-quality science instruction students receive at the elementary level has been steadily declining for two decades, resulting in an inequitable imbalance in those who pursue STEM careers, a lack of critical science literacy in the U.S. populace, and a shortage of qualified employees entering the U.S. economy. Much of the lack of science instruction can be traced to decreased training of teachers to teach science during elementary credentialing programs or the …

Secondary Mathematics Teachers’ Mathematical Competence, Vesife Hatisaru, Julia Collins, Steven Richardson, Constantine Lozanovski

Research outputs 2022 to 2026

Whilst educational goals in recent years for mathematics education are foregrounded the development of mathematical competencies, little is known about mathematics teachers’ competencies. In this study, a group of practising teachers were asked to solve an algebra problem, and their solutions were analysed to determine the competencies apparent (or, equally importantly, absent) in these solutions. The most demonstrated competencies were devising strategies and mathematising, whilst communication and reasoning were mostly missed. The research provides a detailed methodology on how mathematical competencies can be assessed in the context of problem solving.

Reducing Food Scarcity: The Benefits Of Urban Farming, S.A. Claudell, Emilio Mejia

Journal of Nonprofit Innovation

Urban farming can enhance the lives of communities and help reduce food scarcity. This paper presents a conceptual prototype of an efficient urban farming community that can be scaled for a single apartment building or an entire community across all global geoeconomics regions, including densely populated cities and rural, developing towns and communities. When deployed in coordination with smart crop choices, local farm support, and efficient transportation then the result isn’t just sustainability, but also increasing fresh produce accessibility, optimizing nutritional value, eliminating the use of ‘forever chemicals’, reducing transportation costs, and fostering global environmental benefits.

Imagine Doris, who is …

Steps For Starting A Professional Learning Community (Plc): A Literature Review, John T. Sutton

PROSPECT S-STEM

There are a number of steps that can influence and inform the creation, development, and growth of a professional learning community (PLC). It isn’t necessary to use a lock-step approach, rather it is cyclical and evolving. The steps take into consideration and accommodates the context of the institution and the need to improve for a variety of reasons. The steps allow for quick wins and changes that require significant time, research, and resolution. Always with a plan that reflects member and institutional priorities. It is hoped that by identifying what has been consistently identified as important steps to the success …

Which Modality Best Promotes Student Achievement In College Algebra, Stephen W. Selby, Jim Swick

Transformations

The exploration of three modalities (Face-to-Face instruction, Hybrid instruction, and Online Only instruction) of learning College Algebra was the purpose of this study. The classes for this study were from the same instructor, during the same semester, during restrictions due to the Covid-19 virus in 2020. The Face-to-Face instruction had 150 minutes of class instruction each week. The Hybrid class had 75 minutes of class instruction each week and the Online Only students had no classroom instruction each week. There were 21 students in the face-to-face class, 32 students in the hybrid section, and 66 students in the online section. …

Call For Manuscripts, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright, Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Math Anxiety Research Paper, Daniella M. Tartaro

Transformations

Math anxiety can be characterized as feelings of apprehension or distress that individuals experience when faced with tasks or activities associated with mathematics. Due to its prevalence, math anxiety is a growing issue for teachers who seek to uplift and prioritize the comfort, well-being and success of their students. Failure to address math anxiety can significantly hinder a student’s learning, lower their academic performance, and negatively cloud their overall attitude towards mathematics. In gathering and sorting resources associated with prevailing positions regarding math apprehension, this paper aims to explore math anxiety’s impact on students' learning, and the benefit of collaborative …

The Use Of The South Carolina School Improvement Model - Quick Cycles In Sixth-Grade Science Classrooms, Jennifer Gnann

All Dissertations

Using data to make informed decisions about instruction strengthens a teacher’s delivery of content within the classroom. However, many teachers have not been taught how to properly use a model of rapid improvement cycles to analyze data and apply it to their classroom instruction. I modified the South Carolina School Improvement Model so that it could be used in short cycles to see how teachers used it to plan for, monitor, and adjust instruction in their classrooms.

I conducted a single case study over a six-week period in which I instructed two sixth-grade science teachers on how to use the …