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Impacting elementary STEM teacher leadership identities 影响小学 STEM 教师的领导身份
IF 1.1
School Science and Mathematics Pub Date : 2024-09-18 DOI: 10.1111/ssm.18313
Kelsey Quaisley, Rachel Funk, Leilani Pai, Sally Ahrens, Wendy M. Smith, Amanda Thomas
{"title":"Impacting elementary STEM teacher leadership identities","authors":"Kelsey Quaisley, Rachel Funk, Leilani Pai, Sally Ahrens, Wendy M. Smith, Amanda Thomas","doi":"10.1111/ssm.18313","DOIUrl":"https://doi.org/10.1111/ssm.18313","url":null,"abstract":"Learning science, technology, engineering, and mathematics (STEM) subjects starting at a young age helps prepare students for a variety of careers both inside and outside of the sciences. Yet, addressing integrated STEM in an elementary school setting can be challenging. Teacher leadership is one way to address this challenge. The purpose of this qualitative, descriptive case study is to understand how participation in the NebraskaSTEM Noyce Master Teaching Fellowship project impacted elementary STEM teacher leadership identities. Our findings suggest participation in the project contributed to different layers of teacher leadership identity (as a STEM learner, as a STEM teacher, and as a STEM teacher leader). These findings suggest professional development should be tailored to address empowering specific layers of STEM teacher leaders' professional identity. Other teacher leadership development projects may want to consider how to structure their projects to empower teachers based on the identities and experiences of those teachers.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"46 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248400","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
Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms 利用社交注释工具和协作平台在高等教育科学课程中培养学生的探究能力和协作推理能力
IF 1.1
School Science and Mathematics Pub Date : 2024-09-17 DOI: 10.1111/ssm.18316
Chiara Elmi
{"title":"Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms","authors":"Chiara Elmi","doi":"10.1111/ssm.18316","DOIUrl":"https://doi.org/10.1111/ssm.18316","url":null,"abstract":"Interactive digital technologies are playing an increasingly important part in education for enhancing collaborative learning processes and improving engagement. Social annotation (SA) tools and collaborative platforms are an innovative way to involve students to give and take feedback, annotate, and brainstorm on complex topics in science, technology, engineering, and mathematics (STEM). This article focuses on innovative practices that integrate inquiry‐based discussions using SA tools and collaborative platforms to promote undergraduate students' interest and curiosity about sciences. In this article, lectures were combined with inquiry‐based discussions using an open education SA tool and an open‐access collaborative platform to engage students in a meaningful dialog with peers on scientific topics. Students debated with peers on scientific content in an online environment. Findings show that the integration of inquiry‐based discussions using SA tools and collaborative platforms provides a practical way to effectively improve students interest in science. The information reported in this article can support STEM instructors in designing collaborative learning activities in online and hybrid settings that spark students' curiosity and inquiry attitude about natural sciences.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"17 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248399","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
Re‐imagining professional learning communities in education: Placing teacher leadership in STEM context 重新认识教育领域的专业学习社区：将教师领导力置于 STEM 环境中
IF 1.1
School Science and Mathematics Pub Date : 2024-09-13 DOI: 10.1111/ssm.18315
Dragana Martinovic, Marina Milner‐Bolotin
{"title":"Re‐imagining professional learning communities in education: Placing teacher leadership in STEM context","authors":"Dragana Martinovic, Marina Milner‐Bolotin","doi":"10.1111/ssm.18315","DOIUrl":"https://doi.org/10.1111/ssm.18315","url":null,"abstract":"This conceptual analysis paper discusses the characteristics of teacher leadership (TL) in Science, Technology, Engineering, and Mathematics (STEM) education, presenting benefits for its development within the professional learning communities (PLCs). We describe our STEM education approach and argue that TL in STEM is different and more complex than leadership in any particular discipline. We compare two pathways for STEM learning and professional development (PD): engineering design approach and modeling approach. Then, we answer two research questions pertaining to the characteristics of STEM teacher leaders' (TLRs) knowledge, dispositions, and skill set; the support TLRs need to empower STEM educators; and consequently, we discuss how PLCs can become vehicles for growing STEM TLRs and empowering teachers. When promoting integrated STEM, educators likely find themselves in an out‐of‐field teaching situation, where communication with their PLC's leaders and peers is crucial in developing epistemological multiliteracy and confidence. We elaborate on the four main characteristics of STEM PLCs: (1) collaborative nature; (2) focus on boosting teachers' pedagogical content knowledge and confidence; (3) evidence‐based decision making; and (4) advocacy for high‐quality STEM education, teacher education, and PD. Each feature serves different but complementary goals, suitable for developing and utilizing the seven dimensions of TL discussed in the literature.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"3 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248402","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
Support for collective argumentation in integrated STEM: A study of elementary teachers' practice 在综合 STEM 中支持集体论证：小学教师实践研究
IF 1.1
School Science and Mathematics Pub Date : 2024-09-11 DOI: 10.1111/ssm.18312
Jenna Menke, James Drimalla, Shaffiq N. Welji, Aida Alibek, Ngutor Tembe, Tim Foutz, AnnaMarie Conner
{"title":"Support for collective argumentation in integrated STEM: A study of elementary teachers' practice","authors":"Jenna Menke, James Drimalla, Shaffiq N. Welji, Aida Alibek, Ngutor Tembe, Tim Foutz, AnnaMarie Conner","doi":"10.1111/ssm.18312","DOIUrl":"https://doi.org/10.1111/ssm.18312","url":null,"abstract":"Argumentation is an important practice and an explicit goal in educational standards in multiple STEM disciplines. In this descriptive study of elementary teachers' practice, we draw on established frameworks to analyze teacher support for collective argumentation in integrated STEM. We watched over 100 h of video of classroom instruction from 10 elementary teachers and analyzed over 200 episodes of argumentation. We constructed an analytic methodology to categorize integrated STEM tasks, which draws on integrated STEM education literature and selected those teachers from our data who engaged their students in integrated STEM tasks, resulting in an in‐depth analysis of five teachers' practice. We found that the teachers supported students by contributing argument components, using a variety of questions and other supportive actions, and adapting their contributions and supports in different settings. Previous research on collective argumentation has been discipline specific; our study contributes an analysis of teacher support for collective argumentation in integrated STEM.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"58 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192874","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
What does a scientist look like? Children's perceptions of scientist gender and skin tone 科学家长什么样？儿童对科学家性别和肤色的看法
IF 1.1
School Science and Mathematics Pub Date : 2024-09-10 DOI: 10.1111/ssm.18308
Angelina Joy, Channing J. Mathews, Adam Hartstone‐Rose, Kelly Lynn Mulvey
{"title":"What does a scientist look like? Children's perceptions of scientist gender and skin tone","authors":"Angelina Joy, Channing J. Mathews, Adam Hartstone‐Rose, Kelly Lynn Mulvey","doi":"10.1111/ssm.18308","DOIUrl":"https://doi.org/10.1111/ssm.18308","url":null,"abstract":"When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's (<jats:italic>N</jats:italic> = 69, 66.7% female, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 7.60, <jats:italic>SD</jats:italic> = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were <jats:italic>less</jats:italic> likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were <jats:italic>more</jats:italic> likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"12 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192878","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
Developing an instrument to measure Korean pre‐service teachers' understanding of language as an epistemic tool in mathematics education 开发一种工具，衡量韩国职前教师对数学教育中作为认识论工具的语言的理解
IF 1.1
School Science and Mathematics Pub Date : 2024-09-03 DOI: 10.1111/ssm.18309
Jihyun Hwang
{"title":"Developing an instrument to measure Korean pre‐service teachers' understanding of language as an epistemic tool in mathematics education","authors":"Jihyun Hwang","doi":"10.1111/ssm.18309","DOIUrl":"https://doi.org/10.1111/ssm.18309","url":null,"abstract":"This study adapted and validated an instrument to measure pre‐service teachers' understanding of language as an epistemic tool in mathematics education in South Korea. Initially validated for science education, the instrument was tailored for mathematics education and translated into Korean. The validation process included tests for content validity, substance validity through translation, and structural validity, affirming the instrument's efficacy in this new context. The rating scale model was employed to analyze raw response data and confirm a unidimensional model fit. To ensure the functional equivalence of translated items, rigorous domain reanalysis, translation, and back‐translation processes were implemented. A pilot study involving 215 Korean pre‐service teachers was conducted, yielding results that support the instrument's reliability and validity in measuring their understanding of language as an epistemic tool in mathematics. This adaptation provides a quantitative measure for this understanding and an example to revise the instrument for new contexts.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"14 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192875","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
Supporting student‐centered math instruction in high‐need urban schools: The role of self‐talk in teacher identity development 在高需求城市学校支持以学生为中心的数学教学：自我对话在教师身份发展中的作用
IF 1.1
School Science and Mathematics Pub Date : 2024-08-29 DOI: 10.1111/ssm.18310
Stacy Olitsky
{"title":"Supporting student‐centered math instruction in high‐need urban schools: The role of self‐talk in teacher identity development","authors":"Stacy Olitsky","doi":"10.1111/ssm.18310","DOIUrl":"https://doi.org/10.1111/ssm.18310","url":null,"abstract":"This qualitative study explores how structural factors and self‐talk mediate early career math teachers' experiences implementing student‐centered reforms in high‐need urban schools. Results indicate that implementing instructional changes can sometimes interfere with the success of classroom interaction rituals, and can contribute to internal conversations containing blame of self and students. However, various supports can help teachers develop the “ingredients” for positive, action‐oriented self‐talk, including successful interactions within reform‐oriented communities and autonomy in planning curriculum. For one of the teachers in the study, access to distance communities focused on project‐based learning combined with alterations in self‐talk supported a reform‐oriented teaching identity, instruction that values students' interests, and commitment to teaching mathematics in high‐need urban schools.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"74 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192876","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
An examination of the development of a secondary mathematics preservice teacher's use of effective questioning 考察中学数学职前教师使用有效提问的发展情况
IF 1.1
School Science and Mathematics Pub Date : 2024-08-28 DOI: 10.1111/ssm.18311
Edward C. Nolan
{"title":"An examination of the development of a secondary mathematics preservice teacher's use of effective questioning","authors":"Edward C. Nolan","doi":"10.1111/ssm.18311","DOIUrl":"https://doi.org/10.1111/ssm.18311","url":null,"abstract":"This case study explores how one secondary mathematics preservice teacher develops his use of questioning for instruction over the course of a year. The article explores how experiences in a secondary mathematics methods course and student teaching provide opportunities for the preservice teacher to use questioning to elicit, interpret, and respond to student thinking. Using classroom activities, plan‐teach‐reflect cycles of instruction, and recordings and transcripts of instructed lessons, the preservice teacher creates, revises, and reflects on his use of questioning over the year. The study shows that preservice teachers can improve their questioning to help elicit, interpret, and respond to student thinking.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"24 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192877","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
Embracing informal learning experiences to support science and mathematics education 利用非正式学习经验支持科学和数学教育
IF 1.1
School Science and Mathematics Pub Date : 2024-08-13 DOI: 10.1111/ssm.18307
Li Sun
{"title":"Embracing informal learning experiences to support science and mathematics education","authors":"Li Sun","doi":"10.1111/ssm.18307","DOIUrl":"https://doi.org/10.1111/ssm.18307","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"14 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192879","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
From co‐teaching to co‐mentoring: Transforming special education and mathematics instructional partnerships through shared content‐focused professional development 从共同教学到共同指导：通过共享以内容为重点的专业发展，转变特殊教育和数学教学伙伴关系
IF 1.1
School Science and Mathematics Pub Date : 2024-08-05 DOI: 10.1111/ssm.18306
Bethany LaValley, Julie James, Alice Steimle
{"title":"From co‐teaching to co‐mentoring: Transforming special education and mathematics instructional partnerships through shared content‐focused professional development","authors":"Bethany LaValley, Julie James, Alice Steimle","doi":"10.1111/ssm.18306","DOIUrl":"https://doi.org/10.1111/ssm.18306","url":null,"abstract":"Co‐teaching is described as the pairing of a general education teacher and a special education teacher in the general education classroom for the shared instruction of students with and without disabilities. Many teachers struggle to form unified partnerships, especially in mathematics classrooms. The MathMATES project was developed to address a need for joint special education and mathematics professional development aimed to support teachers in merging their individual strengths and expertise through shared content development and relationship‐building exercises. Over the course of the year‐long academy, teachers developed strong knowledge‐sharing partnerships that resembled co‐mentoring partnerships. We compare their progression with research on co‐mentoring to suggest a framework for developing more unified mathematics co‐teaching teams.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"23 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141935514","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
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