Integrating to learn and learning to integrate: A case study of an online master's program on science–mathematics integration for middle school teachers

2011 ◽  
Vol 14 (3) ◽  
pp. 191-200 ◽  
Author(s):  
Mimi Miyoung Lee ◽  
Jennifer Chauvot ◽  
Brian Plankis ◽  
Julie Vowell ◽  
Shea Culpepper
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Master's Program ◽  
School Teachers ◽  
Mathematics Integration

Middle School Teachers' Sensemaking of Job-Embedded Learning

2017 ◽  
pp. 453-480 ◽  
Author(s):  
Brandi Wade Worsham
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
School Context ◽  
Learning Experiences ◽  
Future Research ◽  
School Teachers ◽  
School Day ◽  
Research Findings ◽  
Job Embedded Learning

The purpose of this chapter is to discuss a multi-case study on how middle school teachers constructed understandings of their job-embedded learning experiences. The aim of the study was to explore how teachers made sense of and gave meaning to their learning experiences that occurred during the school day as they engaged in the work of being a teacher. Job-embedded learning experiences referred to any formal or informal learning opportunity that was grounded in the context of the school day and characterized by active learning and reflection. This chapter includes a detailed overview of the literature on effective professional development and the characteristics of job-embedded learning as each relates to the middle school context; the background and significance of the study; a description of the research design, methods, and procedures; a discussion of the research findings and subsequent implications for educators; and suggestions and recommendations for practice and future research.

Middle School Teachers and Undergraduate Mentors Collaborating for Culturally Relevant STEM Education

2021 ◽  
pp. 004208592110584
Author(s):  
Meredith W. Kier ◽  
Lindy L. Johnson
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Culturally Relevant ◽  
Urban School District ◽  
School Teachers ◽  
Culturally Relevant Education ◽  
Curriculum And Pedagogy ◽  
Multiple Case ◽  
Relevant Education

This qualitative multiple case study explores the collaborations between three STEM middle school teachers and three STEM undergraduate mentors of color in an urban school district. Drawing on sociocultural theories and literature on culturally relevant education, we used a comparative thematic approach to explore how mentors contributed to culturally relevant opportunities in STEM curriculum and pedagogy. We found that the partners’ STEM identities, how the teacher positioned the mentor in the learners’ experience, and the teachers’ philosophy of the purpose of engineering influenced the contribution undergraduate mentors could make to rigorous and equitable engineering instruction.

Assessing Middle School Teachers’ Perspectives on How to Intervene and Mitigate Student-to-Student Incidents of Bullying and Cyberbullying in One Middle School: A Case Study

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Eluojor A. Onnekikami ◽  
Agboto Vicent ◽  
Ashraf Esmail ◽  
Moses Taiwo
Keyword(s):  
Middle School ◽  
Focus Group ◽  
Middle School Teachers ◽  
Cognitive Theory ◽  
Qualitative Case Study ◽  
Cyber Bullying ◽  
Work Place ◽  
School Teachers ◽  
Teachers Perspectives

The purpose of this qualitative case study was to examine the insights of 10 middle school teachers on how to curb incidents of bullying in their work place. In addition, a focus group consisting of four teachers honed in on their perspectives on how to intervene and prevent student-to-student incidents of bullying and cyber bullying in one middle school in Western United States. The study’s research questions explored teachers’ perspectives in witnessing bullying and cyber bullying in their classrooms and the strategies they utilized to identify and effectively intervene to prevent these harassing behaviors. The theoretical framework of social cognitive theory supported this exploratory qualitative case study. The theory demonstrated how students learn and derive meaning from their culture and environment. Data were collected from 10 purposely selected participants and four purposely selected members of a focus group through personal interviews and collection of documents. Data analysis was achieved by coding, categorizing and the development of themes or patterns. Thematic analysis revealed that teachers and parents played an imperative role in intervention and prevention of bullying and cyber bullying. Inflicting physical harm, name calling, teasing, and cyber bullying were identified as the common types of bullying in the middle school. Given all the reported negative outcomes associated with bullying and cyber bullying, very serious attention is called for, from teachers and all stakeholders, for intervention and prevention of these harassing behaviors. 

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