School Science and Mathematics最新文献_第3页

Preservice secondary science and mathematics teachers' readiness to teach multilingual learners: An investigation across four teacher education programs 在职中学科学和数学教师是否做好了教授多语种学生的准备：对四个师范教育项目的调查

IF 1.1

School Science and Mathematics Pub Date : 2024-06-26 DOI: 10.1111/ssm.12690

Stacey L. Carpenter, Valerie Meier, Sungmin Moon, Alexis D. Spina, Julie A. Bianchini

{"title":"Preservice secondary science and mathematics teachers' readiness to teach multilingual learners: An investigation across four teacher education programs","authors":"Stacey L. Carpenter, Valerie Meier, Sungmin Moon, Alexis D. Spina, Julie A. Bianchini","doi":"10.1111/ssm.12690","DOIUrl":"https://doi.org/10.1111/ssm.12690","url":null,"abstract":"In this mixed methods study, we analyzed survey and interview data from 100 preservice secondary science and mathematics teachers enrolled in four teacher education programs (TEPs) to investigate their readiness to teach multilingual learners. We defined readiness as preservice teachers' sense of preparedness to teach multilingual learners and their understanding of effective multilingual learner instruction. We examined participants' self‐reported levels of preparedness, their understanding of effective multilingual learner instruction, and sources contributing to and/or limiting their readiness. We found that participants' readiness to teach multilingual learners significantly increased between the beginning and end of their TEPs. We also found that participants' understanding of effective multilingual learner instruction was significantly associated with a higher sense of preparedness. Furthermore, we found that participants enrolled in graduate TEPs reported higher levels of preparedness than participants enrolled in an undergraduate TEP. Likewise, participants whose first language was other than or in addition to English reported higher levels of preparedness. Finally, participants identified field placement experiences, personal and professional background, and coursework as factors contributing to their readiness to teach multilingual learners. We close with recommendations for teacher educators intent on helping preservice teachers better understand and implement effective instruction for multilingual learners.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"28 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511185","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

A literature review: Mathematics vocabulary intervention for students with mathematics difficulty 文献综述：对数学困难学生进行数学词汇干预

IF 1.1

School Science and Mathematics Pub Date : 2024-06-24 DOI: 10.1111/ssm.12684

Danielle O. Lariviere, Tessa L. Arsenault, S. Blair Payne

{"title":"A literature review: Mathematics vocabulary intervention for students with mathematics difficulty","authors":"Danielle O. Lariviere, Tessa L. Arsenault, S. Blair Payne","doi":"10.1111/ssm.12684","DOIUrl":"https://doi.org/10.1111/ssm.12684","url":null,"abstract":"This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary or with an embedded vocabulary component. Ultimately, 13 studies with participants from kindergarten to Grade 8 were included in the review. The majority of included studies had dual foci on vocabulary and other mathematics content, including whole number computation, word problem solving, fractions, algebra, or geometry. All studies that measured mathematics vocabulary performance indicated positive student outcomes. In addition, multiple studies indicated positive effects on measures of other mathematics content beyond mathematics vocabulary knowledge. We noted six instructional practices across studies that bolstered the mathematics vocabulary performance of students with mathematics difficulty. From most to least common, these practices included formal vocabulary use, explicit instruction, use of representations, repeated exposures, pre‐teaching, and graphic organizers. Implications are addressed for both researchers and practitioners.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"197 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511186","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

How informal elementary teacher leaders in mathematics are positioned in advice and information networks 非正规小学数学教师领导如何在咨询和信息网络中定位

IF 1.1

School Science and Mathematics Pub Date : 2024-06-24 DOI: 10.1111/ssm.12687

Phi Nguyen, Corey Webel, Brendan Dames

引用次数: 0

Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice 吸引小学数学专家：加强大学课程与实践之间的联系

IF 1.1

School Science and Mathematics Pub Date : 2024-06-24 DOI: 10.1111/ssm.12689

Susan O. Cannon, Brittney Castanheira, Jeffrey Keese, Shaffiq Welji

{"title":"Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice","authors":"Susan O. Cannon, Brittney Castanheira, Jeffrey Keese, Shaffiq Welji","doi":"10.1111/ssm.12689","DOIUrl":"https://doi.org/10.1111/ssm.12689","url":null,"abstract":"Elementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"56 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511187","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

Exploring the enactment of a coaching stance: Findings from one coach–teacher dyad 探索教练立场的形成：一个教练-教师二元组合的研究结果

IF 1.1

School Science and Mathematics Pub Date : 2024-05-25 DOI: 10.1111/ssm.12672

Evthokia Stephanie Saclarides, Ryan Gillespie, Anna DeJarnette

{"title":"Exploring the enactment of a coaching stance: Findings from one coach–teacher dyad","authors":"Evthokia Stephanie Saclarides, Ryan Gillespie, Anna DeJarnette","doi":"10.1111/ssm.12672","DOIUrl":"https://doi.org/10.1111/ssm.12672","url":null,"abstract":"Coaching teachers is complex work as coaches must navigate multiple and competing roles of expert and colleague. Within mathematics education, there is a lack of research exploring how coaches enact their stance for coaching, balancing the roles of expert and colleague, in ways that best support teacher learning. Furthermore, little is known about the specific discursive practices coaches use when enacting different stances during mathematics interactions with teachers. Drawing on data collected from one coaching cycle for one coach–teacher dyad during mathematics instruction, including transcripts of two planning meetings, one modeled lesson, one reflection meeting, and five semi‐structured interviews, this study explores one instructional coach's discursive enactment of their coaching stance. Qualitative analyses indicate that the coach had the goal of enacting a responsive coaching stance, and in her practice the coach discursively enacted multiple coaching stances. Furthermore, findings indicate that the coach's disciplinary expertise seemed to influence the discursive enactment of her coaching stance. Implications for research and practice are discussed.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"47 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141149668","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

Building bridges: An exploratory study of Carver Bridge to STEM success students' experiences and sense of belonging 架设桥梁：对卡佛 "通往 STEM 成功之桥 "学生的经历和归属感的探索性研究

IF 1.1

School Science and Mathematics Pub Date : 2024-05-22 DOI: 10.1111/ssm.12674

Jesse Wilcox, Heidi Berger, Sara Lawson, Molly Ella Ramker

{"title":"Building bridges: An exploratory study of Carver Bridge to STEM success students' experiences and sense of belonging","authors":"Jesse Wilcox, Heidi Berger, Sara Lawson, Molly Ella Ramker","doi":"10.1111/ssm.12674","DOIUrl":"https://doi.org/10.1111/ssm.12674","url":null,"abstract":"Scholarships in science, technology, engineering, and mathematics (S‐STEM) programs have been designed to retain highly qualified students in STEM. At Simpson College, the Carver Bridge to STEM Success Program, funded by the National Science Foundation, has this same goal in mind. We designed and carried out a case study on the 15 Carver Bridge Scholars to quantify their experiences in the program and to measure their sense of belonging. We compared the Scholars to two groups: a comparison group of students who were eligible for the Carver Bridge program but did not participate and all STEM majors who matriculated at Simpson College at the same time as the Scholars. We found that the Scholars had a statistically significantly higher retention in STEM compared to the comparison group (2 = 13.715 p < 0.001, df = 1, ⍵ = 0.71) and a similar GPA at graduation compared to other STEM majors at Simpson College (Mann–Whitney U = 653, p = 0.725, r = 0.03). We found major themes including seeking opportunities, the role of professors, and viewing the Carver Bridge as a “home base.” We outline the major strengths of Carver Bridge as seen by the students and propose a path forward for research on future generations of scholars.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"30 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141149673","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

Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language 为成功接纳自闭症谱系障碍学生创造条件：支持生成和处理数学语言

IF 1.1

School Science and Mathematics Pub Date : 2024-05-18 DOI: 10.1111/ssm.12675

Sarah K. Cox, Elizabeth Hughes

引用次数: 0

Exploring a practice‐based approach to elementary preservice science teacher preparation 探索以实践为基础的小学科学教师职前培养方法

IF 1.1

School Science and Mathematics Pub Date : 2024-05-13 DOI: 10.1111/ssm.12663

Stephen L. Thompson, Xumei Fan, Amber J. Adgerson

{"title":"Exploring a practice‐based approach to elementary preservice science teacher preparation","authors":"Stephen L. Thompson, Xumei Fan, Amber J. Adgerson","doi":"10.1111/ssm.12663","DOIUrl":"https://doi.org/10.1111/ssm.12663","url":null,"abstract":"The science methods course model presented here, called an immersed methods course (IMC), engaged preservice elementary teachers in reform‐based science instructional approaches within authentic classroom settings and with elementary students in a guided format. Questions guiding the study were: (1) Did participation in the IMC model impact preservice teachers (PTs') science teaching self‐efficacy? (2) Which science methods course model activities/experiences did PTs identify as the most impactful on their science teaching? (3) How did participation in the IMC model impact PTs' understandings of science teaching? Participants were 138 elementary PTs from a Southeastern United States university. Data were collected from seven course sections over 3 years and included pre/post science teaching self‐efficacy survey data, post written responses, and interviews. Member checking approaches were also used to refine and establish the validity of findings. Researchers completed qualitative data analysis, which was complimented by quantitative statistical analysis. Findings across data sources suggest participation positively influenced PTs' science teaching self‐efficacy and beliefs about the effectiveness of the instructional approaches. Participation also helped PTs apply theories to practice and develop competency using the practices. Findings highlight how the IMC model mitigates constraints associated with current science teacher preparation approaches.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"21 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140938098","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

Schemas, rounding, and comparison, oh my!: Supporting students with money word problems 模式、四舍五入和比较，哦，我的！：帮助学生解决金钱文字问题

IF 1.1

School Science and Mathematics Pub Date : 2024-05-11 DOI: 10.1111/ssm.12664

Emily C. Bouck, Sarah Cox, Holly Long, Sarah Reiley

{"title":"Schemas, rounding, and comparison, oh my!: Supporting students with money word problems","authors":"Emily C. Bouck, Sarah Cox, Holly Long, Sarah Reiley","doi":"10.1111/ssm.12664","DOIUrl":"https://doi.org/10.1111/ssm.12664","url":null,"abstract":"Purchasing skills are important for students with disabilities, including those with support needs, to access their community and future employment opportunities independently. However, making purchasing and money decisions can involve a variety of mathematics skills like rounding, estimation, and price comparison. Schematic diagrams and schema‐based instruction are researcher‐supported interventions used to support students with disabilities in solving word problems related to purchasing and other money related skills. Researchers in this study explored the use of schematic instruction for teaching rounding, estimating, and number comparison skills to aid students in making purchasing decisions. Two of the three students in the study met the mastery criteria of 100% independence for two consecutive sessions; the third did not. The two students who met mastery criteria also successfully generalized the skills to a simulated shopping experience. Overall, the results suggest the value of schematic diagram but also indicate the need to provide more supports and scaffolds to support some students with disabilities in solving multi‐step word problems.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"31 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937984","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

The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice 在追求社会公正的科学教学背景下科学教师领导力的崛起

IF 1.1

School Science and Mathematics Pub Date : 2024-05-06 DOI: 10.1111/ssm.12662

Emily Lisy, Todd Campbell, Byung‐Yeol Park

{"title":"The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice","authors":"Emily Lisy, Todd Campbell, Byung‐Yeol Park","doi":"10.1111/ssm.12662","DOIUrl":"https://doi.org/10.1111/ssm.12662","url":null,"abstract":"As a result of more recent events connected to the ongoing and lasting legacy of systemic racism in our society and the sparsity of research focused on both disciplinary teacher leadership (TL) and centering social justice and equity in teacher leadership literature reviews, this research investigated the ways in which science teacher leadership (STL) emerged in the context of a science department engaged in a year‐long professional learning experience aimed at teaching science for social justice. Drawing on a community of practice teacher leadership identity model as a theoretical framework and qualitative research methods, we sought to characterize STL that centered social justice. Written teacher reflections, semi‐structured interviews, and science lessons were collected from the six female science teachers and a female school administrator. The research revealed how STL supportive of teaching science for social justice was grounded in, among other characterizations of teacher leadership, competences like content and pedagogical knowledge, performances like inclusiveness and lesson design, and support from the structure of the year‐long professional learning, and engagement in a community of practice. This research provides insights into the complex characterization and emergence of STL.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140888961","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