This article explores teacher learning in a graduate-level analysis course for teachers. Drawing from the frameworks of extreme apprenticeship and Peer-Assisted Reflection (PAR), the course created authentic learning experiences for the teachers that served as models that they could use in their own classrooms. This paper describes how the teachers developed across the four dimensions of extreme apprenticeship. While this paper is grounded in mathematics, the extreme apprenticeship and PAR frameworks are cross-disciplinary, and thus there are implications for teaching and learning in all of the STEM disciplines.
{"title":"Reflective Apprenticeship for Teaching and Learning Mathematical Proof","authors":"D. Reinholz","doi":"10.51355/jstem.2018.36","DOIUrl":"https://doi.org/10.51355/jstem.2018.36","url":null,"abstract":"This article explores teacher learning in a graduate-level analysis course for teachers. Drawing from the frameworks of extreme apprenticeship and Peer-Assisted Reflection (PAR), the course created authentic learning experiences for the teachers that served as models that they could use in their own classrooms. This paper describes how the teachers developed across the four dimensions of extreme apprenticeship. While this paper is grounded in mathematics, the extreme apprenticeship and PAR frameworks are cross-disciplinary, and thus there are implications for teaching and learning in all of the STEM disciplines.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128409960","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}
D. Bérubé, Christina Eubanks-Turner, E. Mosteig, T. Zachariah
This paper highlights two programs that successfully support underrepresented students in STEM disciplines at Loyola Marymount University (LMU). ACCESS (A Community Committed to Excellence in Scientific Scholarship) is a program that focuses on academics and critical thinking skills, which provides a threeweek residential component for incoming students and continued mentoring during their first year in college. The LMU McNair Scholars Program is one of over 150 McNair Scholars Program sites federally-funded by the U.S. Department of Education and has the overarching goal of increasing number of graduate degrees awarded to students from underrepresented segments of society. For both ACCESS and McNair, we give an overview of each program and detail about components of the programs that have led to success. In addition, we specifically address the rewards and challenges when providing mentorship at multiple levels.
{"title":"A Tale of Two Programs: Broadening Participation of Underrepresented Students in STEM at Loyola Marymount University","authors":"D. Bérubé, Christina Eubanks-Turner, E. Mosteig, T. Zachariah","doi":"10.51355/jstem.2018.32","DOIUrl":"https://doi.org/10.51355/jstem.2018.32","url":null,"abstract":"This paper highlights two programs that successfully support underrepresented students in STEM disciplines at Loyola Marymount University (LMU). ACCESS (A Community Committed to Excellence in Scientific Scholarship) is a program that focuses on academics and critical thinking skills, which provides a threeweek residential component for incoming students and continued mentoring during their first year in college. The LMU McNair Scholars Program is one of over 150 McNair Scholars Program sites federally-funded by the U.S. Department of Education and has the overarching goal of increasing number of graduate degrees awarded to students from underrepresented segments of society. For both ACCESS and McNair, we give an overview of each program and detail about components of the programs that have led to success. In addition, we specifically address the rewards and challenges when providing mentorship at multiple levels.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131510132","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}
Juliana L. Fuqua, Anna E. Bargagliotti, Jefrey A. Phillips, D. Herreiner, L. DaSilva
ere is a growing recognition of the need for interdisciplinarity in science, technology, engineering and mathematics (STEM) education. The purpose of the present study is to identify antecedents, processes, and outcomes of an interdisciplinary, collaborative conference and ongoing collaboration. The Breaking Boundaries in STEM education conference was developed with multiple goals, including fostering collaborative interdisciplinary scientific writing for publication among teacher-scholars who participated in one of three interdisciplinary working groups. One hundred teacher-scholars with interest in STEM education participated in the conference. A comparative study of three working groups from the conference was conducted using a triangulation of qualitative and quantitative methods. Surveys and behavioral observations were completed at the conference, and phone interviews with attendees were conducted 3-4 months later. Groups varied in their readiness to collaborate. Several themes emerged that might explain why one group was highly productive, one group was moderately productive, and one group was not productive at completing publications after the conference. Groups with a narrower disciplinary span, stronger leadership presence, a paper champion, motivated leader, and a leader with a strong recent history of publishing on the topic, were more ready to collaborate, and they experienced faster, smoother completion of publications. Further research and more passage of time, such as a few years, is needed to determine the quantity, quality, span of disciplinarity, novelty, and generativity of the publications over time. The generalizability of these themes to other interdisciplinary collaborative studies is briefly discussed.
{"title":"Antecedents, Processes, and Outcomes of an Interdisciplinary, Conference/Collaboration: A comparative Study of Three Interdisciplinary Working Groups","authors":"Juliana L. Fuqua, Anna E. Bargagliotti, Jefrey A. Phillips, D. Herreiner, L. DaSilva","doi":"10.51355/jstem.2018.38","DOIUrl":"https://doi.org/10.51355/jstem.2018.38","url":null,"abstract":"ere is a growing recognition of the need for interdisciplinarity in science, technology, engineering and mathematics (STEM) education. The purpose of the present study is to identify antecedents, processes, and outcomes of an interdisciplinary, collaborative conference and ongoing collaboration. The Breaking Boundaries in STEM education conference was developed with multiple goals, including fostering collaborative interdisciplinary scientific writing for publication among teacher-scholars who participated in one of three interdisciplinary working groups. One hundred teacher-scholars with interest in STEM education participated in the conference. A comparative study of three working groups from the conference was conducted using a triangulation of qualitative and quantitative methods. Surveys and behavioral observations were completed at the conference, and phone interviews with attendees were conducted 3-4 months later. Groups varied in their readiness to collaborate. Several themes emerged that might explain why one group was highly productive, one group was moderately productive, and one group was not productive at completing publications after the conference. Groups with a narrower disciplinary span, stronger leadership presence, a paper champion, motivated leader, and a leader with a strong recent history of publishing on the topic, were more ready to collaborate, and they experienced faster, smoother completion of publications. Further research and more passage of time, such as a few years, is needed to determine the quantity, quality, span of disciplinarity, novelty, and generativity of the publications over time. The generalizability of these themes to other interdisciplinary collaborative studies is briefly discussed.","PeriodicalId":252126,"journal":{"name":"Journal of Research in STEM Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114401865","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：