School Science and Mathematics最新文献_第4页

Research publication and design trends in mathematics-specific teacher leadership: A systematic review 数学教师领导力的研究出版和设计趋势：系统回顾

IF 1.1

School Science and Mathematics Pub Date : 2024-04-15 DOI: 10.1111/ssm.12661

Courtney K. Baker, Stefanie D. Livers, Margret A. Hjalmarson, Evthokia Stephanie Saclarides, Kristin E. Harbour, KimAnn Brown

{"title":"Research publication and design trends in mathematics-specific teacher leadership: A systematic review","authors":"Courtney K. Baker, Stefanie D. Livers, Margret A. Hjalmarson, Evthokia Stephanie Saclarides, Kristin E. Harbour, KimAnn Brown","doi":"10.1111/ssm.12661","DOIUrl":"https://doi.org/10.1111/ssm.12661","url":null,"abstract":"Mathematics teacher leadership is promising, yet complex work, and research interest in this form of leadership is on the rise. This systematic review takes stock of the current research landscape on mathematics teacher leadership, specifically mathematics specialists as teacher leaders (MSTLs), and approaches the questions: (1) What are the historical publication trends for MSTLs? and (2) What are the various methods, research questions, and framing used in research design for MSTLs? For this review, we use a subset of articles focused on in-service MSTLs that are part of a larger systematic review that includes constructs such as coaching, mathematics specialists (MS), and other forms of leading teachers. Findings provide evidence that research on MSTLs is certainly on the rise, with nearly 90% of the MSTL research originating in the last decade and published within mainly general education journals. Furthermore, the majority of MSTL studies were qualitative in nature, answered research questions centered on leader interactions with others and leader reactions to professional development programs, and used various theories and constructs to ground the work. Overall, this study extends what is known about the research surrounding MSTLs, illuminates the complexities of this work, and discusses future directions for the field.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"31 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576899","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

STEM teacher advocate identity in the United States 美国 STEM 教师的倡导者身份

IF 1.1

School Science and Mathematics Pub Date : 2024-04-12 DOI: 10.1111/ssm.12658

Rebecca L. Hite, Jeffrey D. Milbourne

{"title":"STEM teacher advocate identity in the United States","authors":"Rebecca L. Hite, Jeffrey D. Milbourne","doi":"10.1111/ssm.12658","DOIUrl":"https://doi.org/10.1111/ssm.12658","url":null,"abstract":"Research indicates that possession of a robust teacher identity reduces attrition from the classroom and improves retention in the teaching profession, which is nuanced by intersectional angles of gender, race, profession, and one's own perceptions. Emerging research suggests that teacher engagement in advocacy activities is also a vital component of retention, particularly among teachers of Science, Technology, Engineering, and Mathematics (STEM) subjects. To better understand advocacy activities engaged in by U.S. in/formal STEM teachers, the present study surveyed 413 individuals querying how they perceive and engage in advocacy activities for STEM education. Data related to identity were parsed by intersectional facets of gender, race, sector of education (in/formal), and one's own perception as an advocate, which were compared using Mann–Whitney U analyses from Social Issues Advocacy Scales to determine beliefs of what constituted advocacy activities and what they engaged in as an advocate for STEM education. Among identity groupings, results suggest that respondents who identified as “always an active advocate” had the most (n = 13) significant differences regarding perceptions of and participation in advocacy activities regarding STEM education. The present research proposes that a teacher's perceptions of being an advocate is an important part of shaping their STEM teacher advocate identity.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"149 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576753","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

Validity evidence of the use of quantitative measures of students in elementary mathematics education 在小学数学教育中使用学生量化测量的有效性证据

IF 1.1

School Science and Mathematics Pub Date : 2024-04-11 DOI: 10.1111/ssm.12660

Marsha Ing, Karl W. Kosko, Cindy Jong, Jeffrey C. Shih

引用次数: 0

Designing an observation protocol for professional development providers and mentors working with scientific inquiry‐supported classroom settings 为在科学探究支持的课堂环境中工作的专业发展提供者和指导者设计观察规程

IF 1.1

School Science and Mathematics Pub Date : 2024-04-10 DOI: 10.1111/ssm.12657

Ayse Oguz Unver, Hasan Zuhtu Okulu, Onur Bektas, Yasemin Ozdem Yilmaz, Nilay Muslu, Burcu Senler, Sertac Arabacioglu

{"title":"Designing an observation protocol for professional development providers and mentors working with scientific inquiry‐supported classroom settings","authors":"Ayse Oguz Unver, Hasan Zuhtu Okulu, Onur Bektas, Yasemin Ozdem Yilmaz, Nilay Muslu, Burcu Senler, Sertac Arabacioglu","doi":"10.1111/ssm.12657","DOIUrl":"https://doi.org/10.1111/ssm.12657","url":null,"abstract":"Several observation protocols in different theoretical frameworks and components have been designed and validated by teacher trainers and professional development providers to capture and categorize observational data on the characteristics and level of inquiry in science practices. However, certain constraints limit their wide use, such as the neglect of certain indicators of scientific inquiry, the scoring of just summative goals, or the necessity for extensive observer training. The present study, therefore, aims to propose a tool that assists professional development providers and mentors in diagnosing the closeness of practices to scientific inquiry in the context of various settings, from traditional didactic lectures to scientific inquiry, making it easily operational for self and peer evaluations as well as 360‐degree video feedback. The method concentrated on multiple observations provides supportive evidence about the tool's internal consistency coefficient, the relationship between its components, and the inter‐rater reliability coefficient between multiple scorers. The results highlight that the tool, which includes the components of course structure, course overview, and teacher–student communication, has the potential to contribute to the growing library of observation protocols.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"31 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140576631","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

Algebra story problem: The nature of students' obstacles 代数故事问题：学生障碍的本质

IF 1.1

School Science and Mathematics Pub Date : 2024-04-10 DOI: 10.1111/ssm.12659

Kwaku Adu‐Gyamfi, Kayla Chandler, Anthony Thompson

引用次数: 0

Problem Section 问题部分

IF 1.1

School Science and Mathematics Pub Date : 2024-03-29 DOI: 10.1111/ssm.12656

Albert Natian

引用次数: 0

A US Fulbright Scholar adventure in the Czech Republic and beyond: Healing through math mindfulness research, collaborative teaching, and visiting lectures 美国富布赖特学者在捷克共和国及其他国家的探险：通过数学正念研究、合作教学和访问讲学治愈疾病

IF 1.1

School Science and Mathematics Pub Date : 2024-03-22 DOI: 10.1111/ssm.12655

Janet Lynne Tassell

引用次数: 0

Gender, teacher, and school characteristics as predictors of advanced placement physics performance 性别、教师和学校特征对物理高考成绩的预测作用

IF 1.1

School Science and Mathematics Pub Date : 2024-03-22 DOI: 10.1111/ssm.12651

Robert Krakehl, Angela M. Kelly, Puneet Khosla

{"title":"Gender, teacher, and school characteristics as predictors of advanced placement physics performance","authors":"Robert Krakehl, Angela M. Kelly, Puneet Khosla","doi":"10.1111/ssm.12651","DOIUrl":"https://doi.org/10.1111/ssm.12651","url":null,"abstract":"Advanced placement (AP) physics performance is an important metric for examining precollege student preparation for post‐secondary study. The present study examined potential predictors of AP Physics 1 performance including gender, teacher, and school‐level characteristics. A theoretical framework proposed teacher preparation and experiential variables are predictive of student outcomes, in addition to contextual variables that include demographics and academic offerings. Data showed that AP Physics 1 participants varied statistically from the overall high school population in terms of gender and ethnicity, with more women, White, and Asian students enrolled. AP Physics 1 teachers tended to be more experienced than other physics teachers. A multivariable linear regression model indicated significant negative predictors included female gender and socioeconomic status; the sole positive academic predictor was whether the school offered AP Chemistry. Notably, physics performance was not predicted by physics teacher characteristics including gender, certification type, years of experience, course load in physics, and isolation. Physics performance was also unrelated to school size, AP Physics enrollment, and access to AP Biology and Calculus. Results suggest that targeted resources should be identified to support teachers in high poverty schools, and training them to enact strategies that diminish gender achievement gaps.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"129 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140197991","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 they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle 他们在照片中注意到了什么？对职前教师在形成性评估周期中的注意事项的研究

IF 1.1

School Science and Mathematics Pub Date : 2024-03-05 DOI: 10.1111/ssm.12642

Sarah Roller Dyess, Katherine Ariemma Marin, Elizabeth Petit Cunningham

引用次数: 0

A roadmap for virtual professional learning: Bringing inquiry science practices to life through teacher professional community 虚拟专业学习路线图：通过教师专业社区将探究科学实践带入生活

IF 1.1

School Science and Mathematics Pub Date : 2024-02-27 DOI: 10.1111/ssm.12646

Sarah Haavind

{"title":"A roadmap for virtual professional learning: Bringing inquiry science practices to life through teacher professional community","authors":"Sarah Haavind","doi":"10.1111/ssm.12646","DOIUrl":"https://doi.org/10.1111/ssm.12646","url":null,"abstract":"According to the Next Generation Science Standards, three‐dimensional teaching challenges educators to adopt an inquiry approach through science and engineering practices aligned with disciplinary core ideas and crosscutting concepts. Few teachers today feel confident in their ability to orchestrate such lessons. Teaching inquiry science takes time and hard work. It also requires collaborative professional learning communities that support teachers in overcoming typical classroom challenges. This article describes an effective approach for facilitating professional learning that supports inquiry science teaching. Since the COVID pandemic, more teachers are familiar with videoconferencing and may even have initiated or expanded their use of asynchronous text based discussion. A hybrid combination of these platforms provides an effective, two‐fold strategy for facilitating a teacher professional learning community (PLC) that engages teachers in deepened reflection and sustained collaboration with colleagues. To illustrate how this approach can be successfully adopted, I draw from a recent example of the InquirySpace PLC that unfolded during the final year of a National Science Foundation‐funded educational research project. Key to the success of this PLC was a combination of responsiveness to teachers’ support requests, a warm and encouraging tone, orchestrating interactive engagement, and the showcasing of PLC member voices.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025249","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