Journal of Interdisciplinary Teacher Leadership最新文献_第2页

Fostering Interest in and Motivation for STEM: An Illustrative Case Study of Middle Grade Students’ Experiences in Out of School (OST) STEM Activities 培养对STEM的兴趣和动机:中年级学生校外STEM活动经历的说明性案例研究

Journal of Interdisciplinary Teacher Leadership Pub Date : 2021-03-04 DOI: 10.46767/KFP.2016-0035

R. Hite, David Taylor

{"title":"Fostering Interest in and Motivation for STEM: An Illustrative Case Study of Middle Grade Students’ Experiences in Out of School (OST) STEM Activities","authors":"R. Hite, David Taylor","doi":"10.46767/KFP.2016-0035","DOIUrl":"https://doi.org/10.46767/KFP.2016-0035","url":null,"abstract":"To not only build a knowledgeable, but also a persistent STEM pipeline, it is important to understand how Outside of (regular) School Time (OST) STEM opportunities spur middle school students’ learning, yet also their interests in and motivations for STEM. The purpose of this study was to investigate the experiences of a small group of independent (private) middle school students’ interest in and motivation for STEM while participating in one or two OST STEM activities (i.e., SeaPerch/robotics, Science Olympiad, Girls Who Code, and/or eCYBERMISSION). Using an illustrative experimental single case study design, data was sourced from observations, a questionnaire, and interviews from 15 independent (private) middle school students participating in one (or two) 13- to 16-week OST STEM activities. Results suggest that sources of student interest and motivation related to OST STEM activities were mostly (representing 30% of data coded) sourced from students’ self-motivation and intrinsic interests in STEM, followed by teachers (20%), the enjoyment of (OST) STEM activities content (20%), family (10%), friends (10%), and other supportive persons and entities (outside of school, family, and friends) (1%). Recommendations for strengthening OST STEM activity participation and outcomes as well as avenues for further research are discussed.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132415914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Elementary Science Teachers Adapt Their Practice During a Pandemic 小学科学教师在大流行期间调整他们的实践

Journal of Interdisciplinary Teacher Leadership Pub Date : 2021-03-02 DOI: 10.46767/KFP.2016-0034

Tammy D. Lee, Mark H. Newton, Bonnie Glass

引用次数: 1

Factors Influencing Student Academic Performance in Online Credit Recovery 网络学分回收中影响学生学习成绩的因素

Journal of Interdisciplinary Teacher Leadership Pub Date : 2019-12-16 DOI: 10.46767/kfp.2016-0030

Dave Nourse

引用次数: 1

Collaboration Between Scientists and Teachers Using Twitter 科学家和教师使用Twitter进行合作

Journal of Interdisciplinary Teacher Leadership Pub Date : 2018-12-01 DOI: 10.46767/kfp.2016-0026

Kayla Norville

{"title":"Collaboration Between Scientists and Teachers Using Twitter","authors":"Kayla Norville","doi":"10.46767/kfp.2016-0026","DOIUrl":"https://doi.org/10.46767/kfp.2016-0026","url":null,"abstract":"When considering how you learned science when you were in school, do you remember participating in authentic science or do you recall memorizing facts? Unfortunately, most of us may say the latter; however, there are changes currently occurring in science education that strive to reconstruct this trajectory. Science education reform has emphasized the partnership between teachers and scientists (Kim & Herbert, 2011) in order to increase authentic scientific inquiry in the classroom. Authentic science has been shown to positively influence students’ science identity, allow students to develop critical science skills, and increase student motivation (Chapman & Feldman, 2017; Hellgren, 2017; Tarjan, de Nesnera, & Hoffman, 2015). Therefore, the partnership between scientists and teachers to generate authentic science in the classroom has become increasingly crucial. One way to assist teachers to partner with scientists is through social media platforms such as Twitter. Educators have shown increasing interest in using Twitter as a source of professional development and collaboration with others (Xing & Gao, 2018). Considering this, collaboration on Twitter can also play a role in the social capital of teachers. Social capital can be defined as the “relational resources embedded in the cross-cutting personal ties that are useful for the development of individuals in community social organizations” (Tsai & Ghoshal, 1998, p. 404). However, there has been a lack of research that examines the impact of Twitter on teachers’ social capital (Rhem & Notten, 2016).","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125393289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions 特殊教育中的教师领导:探索技能、角色和观念

Journal of Interdisciplinary Teacher Leadership Pub Date : 2018-12-01 DOI: 10.46767/KFP.2016-0023

Sylvia S. Bagley, K. Tang

引用次数: 6

Attaining the Elusive: Efficacy, Math Education and Black and Latino Students 实现难以捉摸:效率，数学教育和黑人和拉丁裔学生

Journal of Interdisciplinary Teacher Leadership Pub Date : 2018-12-01 DOI: 10.46767/kfp.2016-0024

Gilberto Arriaza, Cesar E. Monterrosa

引用次数: 0

Understanding Quality Work in Mathematics: Supporting Teachers in Leading Professional Development 理解数学质量工作:支持教师领导专业发展

Journal of Interdisciplinary Teacher Leadership Pub Date : 2018-12-01 DOI: 10.46767/kfp.2016-0021

Wendy P. Ruchti, Cory A. Bennett, M. Dunstan

{"title":"Understanding Quality Work in Mathematics: Supporting Teachers in Leading Professional Development","authors":"Wendy P. Ruchti, Cory A. Bennett, M. Dunstan","doi":"10.46767/kfp.2016-0021","DOIUrl":"https://doi.org/10.46767/kfp.2016-0021","url":null,"abstract":"Teacher leaders are often responsible for providing professional development to improve teacher effectiveness and student learning. Leading professional development for teachers can be highly effective when the focus is on student learning in on-going and relevant contexts. This article describes a school-based, teacher-led collaborative process conceptualized and facilitated by two teacher leaders using a modified protocol for examining students work in mathematics. The focus of the professional development aligned with a school-wide initiative of increasing the quality of students’ mathematical work across a kindergarten through eighth-grade school. This paper shares the structure of the professional development, the nature of the protocol, and how it was implemented followed by a discussion for teacher leaders who are interested in facilitating a similar type of collaborative professional development experience within their own schools. Findings suggest that the use of a well-developed protocol helped focus teachers’ attention to specific attributes expected in quality work and served as a reference point for considering how important structures of learning such as whole-class discourse could be evident in individual students’ quality work.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126561833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Professional Development that Changes Teaching and Improves Learning 改变教学和提高学习的专业发展

Journal of Interdisciplinary Teacher Leadership Pub Date : 2018-12-01 DOI: 10.46767/kfp.2016-0025

A. Germuth

{"title":"Professional Development that Changes Teaching and Improves Learning","authors":"A. Germuth","doi":"10.46767/kfp.2016-0025","DOIUrl":"https://doi.org/10.46767/kfp.2016-0025","url":null,"abstract":"Each year school districts invest financial resources in professional development for their educators. Beyond the cost, educators spend countless hours in workshops, training, webinars, and other learning environments intended to enhance and deepen their knowledge and skills to increase student success. Too often the return on this investment is minimal in learning transfer for educators or measurable academic gains for students and maximum in participant dissatisfaction. Substantial research in effective professional development models exists. When applied to professional development, measurable change in the learning process occurs.\u0000\u0000In 2015 WakeEd Partnership and Wake County Public School System (WCPSS), North Carolina’s largest school system, applied that research to the design of an engaging, results-oriented professional development opportunity for elementary and secondary educators – SummerSTEM. WakeEd Partnership is an education non-profit (501c3) that exists to inform, mobilize and engage the business community in support of strong public schools in Wake County. During its 35-year history, WakeEd has differentiated itself as an organization dedicated to supporting educators through professional development and resources. SummerSTEM is a hands-on professional development experience that addresses the needs of educators — adult learners — and brings real-world lessons to the classroom.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115624065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Changes in Teaching Efficacy Beliefs among Elementary Preservice Teachers from a STEM-focused Program: Case Study Analysis stem项目小学职前教师教学效能信念的变化:个案研究分析

Journal of Interdisciplinary Teacher Leadership Pub Date : 2018-12-01 DOI: 10.46767/kfp.2016-0022

M. Thomson, Daniell Difrancesca, S. Carrier, Carrie W. Lee, Temple A Walkowiak

引用次数: 2

Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course 沉浸式课堂模拟活动在《数学方法》和《生命与环境科学》课程中的实施

Journal of Interdisciplinary Teacher Leadership Pub Date : 2018-12-01 DOI: 10.46767/kfp.2016-0020

Carrie W. Lee, Tammy D. Lee, R. Castles, Daniel L. Dickerson, H. Fales, Christine Wilson

{"title":"Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course","authors":"Carrie W. Lee, Tammy D. Lee, R. Castles, Daniel L. Dickerson, H. Fales, Christine Wilson","doi":"10.46767/kfp.2016-0020","DOIUrl":"https://doi.org/10.46767/kfp.2016-0020","url":null,"abstract":"This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science.\u0000\u0000Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.","PeriodicalId":320807,"journal":{"name":"Journal of Interdisciplinary Teacher Leadership","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127428312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3