scholarly journals Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Anne T. Estapa ◽  
Kristina M. Tank
Keyword(s):  
Professional Development ◽  
Engineering Design ◽  
Elementary Classroom ◽  
Integrated Stem ◽  
Design Challenge ◽  
Development Approach

The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views

2018 ◽  
Vol 19 (3) ◽  
pp. 954-972 ◽  
Author(s):  
Sevgi Aydin-Gunbatar ◽  
Aysegul Tarkin-Celikkiran ◽  
Elif Selcan Kutucu ◽  
Betul Ekiz-Kiran
Keyword(s):  
Engineering Design ◽  
Content Knowledge ◽  
Stem Education ◽  
Two Dimensions ◽  
Teacher Education Programs ◽  
Chemistry Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
Pre Service Teacher ◽  
Similar Development

In this study, we sought to examine the influence of a 12 week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a daily-life problem and an iterative engineering design process to solve the problem. A chemistry test with 11 two-tier items, and interviews focusing on STEM and engineering conceptions were administered at the beginning and at the end of the course. Moreover, a reflection paper was collected after each activity. Eight junior pre-service chemistry teachers participated in the study voluntarily. Deductive and inductive data analyses were used to investigate the influence of the course on participants’ content knowledge, STEM conceptions, and engineering and engineering design views. The results revealed that the design-based STEM course helped pre-service teachers deepen their content knowledge. Additionally, most of the participants defined integrated STEM education as an acronym (n= 6) and very few mentioned the interdisciplinary dimension of STEM education superficially at the beginning (n= 3). At the end, they mentioned interdisciplinary nature as connecting at least two dimensions of STEM, and they emphasized engaging in real-world problems, designing a product or process and inquiry-based and/or problem-based learning. Regarding engineering and engineering design views, a similar development was observed. Although their views were undeveloped or underdeveloped at the beginning, they enriched their views and mentioned defining criteria, creativity and integration to science and mathematics that are characteristics of engineering and design processes. Implications for including STEM courses in pre-service teacher education programs were provided.

The Role of Teacher Leadership for Promoting Professional Development Practices

2017 ◽  
pp. 958-981
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

The Role of Teacher Leadership for Promoting Professional Development Practices

2016 ◽  
pp. 91-114 ◽  
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

Engaging Preservice Teachers in Professional Development about iPads

2016 ◽  
Vol 8 (2) ◽  
pp. 35-43
Author(s):  
Katheryn E. Shannon ◽  
Theresa A Cullen
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Classroom Practice ◽  
College Of Education ◽  
Student Feedback ◽  
Community Members ◽  
New Knowledge ◽  
Development Approach ◽  
Integration Strategies ◽  
New Applications

The iEducate mini-conference was a professional development approach used in a college of education that has a one to one iPad initiative. Students were strongly encouraged to attend workshops on effective iPad integration strategies for the classroom during a one-week period. A total of 87 students, faculty, staff, alumni, and community members participated and two-thirds indicated they would participate in similar events in the future. Participants indicated that opportunities to share their knowledge and collaborate with peers to explore new applications and integration strategies, connect new knowledge and skills to K12 classroom practice, and talk to K12 students about their vision for technology integration were beneficial outcomes of the experience. Discussion of the structure and management of the event, student feedback and plans for future implementations are provided.

Examining the Contribution of a Professional Development Program to Elementary Classroom Teachers’ Content Knowledge and Student Achievement: The Case of Basketball

2020 ◽  
pp. 1-12
Author(s):  
Lambros Stefanou ◽  
Niki Tsangaridou ◽  
Charalambos Y. Charalambous ◽  
Leonidas Kyriakides
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Content Knowledge ◽  
Development Program ◽  
Elementary Classroom ◽  
Higher Learning ◽  
Classroom Teachers ◽  
Learning Gains ◽  
Multilevel Regression ◽  
Direct Measures

Purpose: Teacher content knowledge (CK) and its contribution to student achievement (SA) are understudied in physical education, especially concerning the examination of the effectiveness of professional development (PD) programs using direct measures of teachers’ CK and SA. To make progress in this research area, this study investigated the contribution of a content-focused PD program to teachers’ CK and SA in basketball, using direct measures thereof. Methods: A quasi-experimental design was utilized to examine the contribution of a PD program. The authors measured the CK of 52 elementary classroom teachers and their fifth or sixth grade students’ (n = 913) achievement in basketball before and after the PD program. The data were analyzed using unilevel and multilevel regression analyses. Results: Teachers who participated in the PD program exhibited higher learning gains in their CK; their students also exhibited higher learning gains. Discussion and Conclusion: The study findings suggest that PD programs focused on enhancing teachers’ CK might also support SA.

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