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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-18 DOI: 10.1111/ssm.18313
Kelsey Quaisley, Rachel Funk, Leilani Pai, Sally Ahrens, Wendy M. Smith, Amanda Thomas
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.
从小学习科学、技术、工程和数学(STEM)科目有助于学生为从事科学领域内外的各种职业做好准备。然而,在小学环境中开展综合 STEM 课程可能具有挑战性。教师领导力是应对这一挑战的方法之一。本定性描述性案例研究的目的是了解参与内布拉斯加州科学、技术和工程学院(NebraskaSTEM)诺伊斯教学大师奖学金项目对小学 STEM 教师领导身份的影响。我们的研究结果表明,参与该项目有助于形成不同层次的教师领导身份(作为 STEM 学习者、STEM 教师和 STEM 教师领导者)。这些研究结果表明,专业发展应量身定制,以解决赋予 STEM 教师领导者专业身份的特定层次的问题。其他教师领导力发展项目可能需要考虑如何根据教师的身份和经验来组织他们的项目,以增强教师的能力。
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-17 DOI: 10.1111/ssm.18316
Chiara Elmi
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.
交互式数字技术在教育中发挥着越来越重要的作用,它可以加强协作学习过程,提高参与度。社交注释(SA)工具和协作平台是一种创新的方式,可以让学生参与其中,就科学、技术、工程和数学(STEM)领域的复杂主题提供和接受反馈、进行注释和集思广益。本文重点介绍了利用 SA 工具和协作平台整合探究式讨论的创新实践,以提高本科生对科学的兴趣和好奇心。在本文中,讲座与探究式讨论相结合,使用开放教育 SA 工具和开放式协作平台,让学生就科学话题与同伴进行有意义的对话。学生们在网络环境中就科学内容与同伴展开辩论。研究结果表明,利用 SA 工具和协作平台整合探究式讨论是有效提高学生科学兴趣的实用方法。本文报告的信息可以帮助科学、技术和工程学教师设计在线和混合环境下的协作学习活动,激发学生对自然科学的好奇心和探究态度。
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-13 DOI: 10.1111/ssm.18315
Dragana Martinovic, Marina Milner‐Bolotin
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.
这篇概念分析论文讨论了科学、技术、工程和数学(STEM)教育中教师领导力(TL)的特点,提出了在专业学习社区(PLC)中发展教师领导力的益处。我们介绍了我们的 STEM 教育方法,并认为 STEM 中的教师领导力不同于任何特定学科的领导力,而且更加复杂。我们比较了 STEM 学习和专业发展(PD)的两种途径:工程设计方法和建模方法。然后,我们回答了两个研究问题:STEM 教师领导(TLR)的知识、态度和技能特点;STEM 教师领导在增强 STEM 教育者能力方面所需的支持;最后,我们讨论了 PLC 如何成为培养 STEM 教师领导和增强教师能力的工具。在推广综合 STEM 时,教育工作者很可能会发现自己处于非现场教学情境中,在这种情境中,与 PLC 领导和同行的交流对于培养认识论上的多文化性和自信心至关重要。我们阐述了 STEM PLC 的四个主要特点:(1)协作性;(2)注重提高教师的教学内容知识和信心;(3)基于证据的决策;(4)倡导高质量的 STEM 教育、教师教育和教师发展。每个特征都有不同但互补的目标,适合开发和利用文献中讨论的教学方法的七个维度。
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH 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
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.
论证是一种重要的实践,也是多个 STEM 学科教育标准中的明确目标。在这项关于小学教师实践的描述性研究中,我们借鉴已有的框架,分析了教师在综合 STEM 中对集体论证的支持。我们观看了 10 位小学教师超过 100 小时的课堂教学视频,分析了 200 多个论证情节。我们借鉴综合 STEM 教育文献,构建了一种对综合 STEM 任务进行分类的分析方法,并从数据中选取了让学生参与综合 STEM 任务的教师,对五位教师的实践进行了深入分析。我们发现,教师们通过提供论证要素、使用各种问题和其他支持行动来支持学生,并在不同的环境中调整他们的贡献和支持。以往关于集体论证的研究都是针对具体学科的,而我们的研究则分析了教师在综合 STEM 中对集体论证的支持。
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-10 DOI: 10.1111/ssm.18308
Angelina Joy, Channing J. Mathews, Adam Hartstone‐Rose, Kelly Lynn Mulvey
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 (N = 69, 66.7% female, Mage = 7.60, SD = 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 less likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were more likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists.
当被要求画一名科学家时,儿童通常会画出性别刻板印象中的男性形象;然而,尚未有研究从科学家刻板印象中的肤色角度对这些形象进行评估。本研究通过分析儿童所画科学家的性别、肤色以及刻板印象中的特征(白大褂、科学仪器等),考察了儿童(人数=69,66.7%为女性,年龄=7.60,标准差=2.13)对科学家的看法。本研究还考察了这些反映在图画中的看法与儿童明确的性别定型观念及其科学成长心态之间的关系。与女孩相比,男孩不太可能画出女科学家。此外,成长心态较高的儿童更有可能画出女科学家。最后,随着年龄的增长,与男性科学家或肤色较浅的科学家相比,儿童不太可能画女性科学家或肤色较深的科学家,而更有可能画具有刻板印象特征的科学家。这项研究进一步加深了我们对儿童对科学家看法的了解。
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-03 DOI: 10.1111/ssm.18309
Jihyun Hwang
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.
本研究改编并验证了一种工具,用于测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。该工具最初是为科学教育验证的,后来为数学教育量身定制并翻译成韩文。验证过程包括内容效度、通过翻译获得的实质效度和结构效度测试,确认了该工具在新环境下的有效性。采用评分量表模型分析原始反应数据,并确认单维模型的拟合。为确保翻译项目的功能等效性,实施了严格的领域再分析、翻译和回译过程。我们对 215 名韩国职前教师进行了试点研究,研究结果表明,该工具在测量教师对数学语言作为认识工具的理解方面,具有良好的信度和效度。这一改编为这种理解提供了一个量化的测量方法,也为在新的背景下修订该工具提供了一个范例。
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-29 DOI: 10.1111/ssm.18310
Stacy Olitsky
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.
这项定性研究探讨了结构性因素和自我对话如何影响早期职业数学教师在高需求城市学校实施以学生为中心的改革的经历。研究结果表明,实施教学改革有时会影响课堂互动仪式的成功,并可能导致包含自我和学生指责的内部对话。然而,各种支持可以帮助教师发展积极的、以行动为导向的自我对话的 "成分",包括在以改革为导向的社区中的成功互动和规划课程的自主权。对于研究中的一位教师来说,进入以项目学习为重点的远程社区,再加上自我言 论的改变,支持了以改革为导向的教学身份、重视学生兴趣的教学,以及在高需求城 市学校教授数学的决心。
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-28 DOI: 10.1111/ssm.18311
Edward C. Nolan
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.
本案例研究探讨了一位中学数学职前教师如何在一年的时间里发展自己的提问教学法。文章探讨了中学数学方法课程和学生教学的经验如何为职前教师提供机会,让他使用提问来诱发、解释和回应学生的思考。通过课堂活动、"计划-教学-反思 "的教学循环以及教学课程的录音和记录,职前教师在一年中创造、修改和反思了他对提问的使用。研究表明,职前教师可以改进他们的提问,以帮助诱发、解释和回应学生的思考。
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-13 DOI: 10.1111/ssm.18307
Li Sun
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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 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-05 DOI: 10.1111/ssm.18306
Bethany LaValley, Julie James, Alice Steimle
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.
共同教学是指普通教育教师和特殊教育教师在普通教育课堂上结成对子,共同指导残障和非残障学生。许多教师都在努力形成统一的伙伴关系,尤其是在数学课堂上。MathMATES 项目是为了满足特殊教育和数学联合专业发展的需要而开发的,旨在通过共享内容开发和建立关系的练习,支持教师融合各自的优势和专业知识。在为期一年的学习过程中,教师们建立了牢固的知识共享伙伴关系,这种关系类似于共同指导伙伴关系。我们将他们的进展情况与共同指导方面的研究进行比较,为发展更加统一的数学共同教学团队提出一个框架。
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引用次数: 0
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School Science and Mathematics
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