scholarly journals A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development

2018 ◽  
Vol 8 (4) ◽  
pp. 218 ◽  
Author(s):  
Rebecca Hite ◽  
Jeff Milbourne
Keyword(s):  
Conceptual Framework ◽  
Albert Einstein ◽  
Master Teacher ◽  
Master Teachers ◽  
Teacher Voice ◽  
Career Trajectories ◽  
Curriculum Vitae ◽  
Distinguished Educator ◽  
K 12 ◽  
Teacher Recognition

Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K–12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K–12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K–12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K–12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system.

A Conceptual Framework for Understanding Academics Commercialization Decision at Malaysian Research Universities

2013 ◽  
Vol 1 (1) ◽  
pp. 78-92
Author(s):  
Hafizul Othman ◽  
Rosni Abdullah ◽  
Nasriah Zakaria
Keyword(s):  
Technology Transfer ◽  
Conceptual Framework ◽  
Research Universities ◽  
Academic Entrepreneurship ◽  
Personal Attributes ◽  
Structured Interviews ◽  
Theoretical Sampling ◽  
Curriculum Vitae ◽  
Multiple Case ◽  
Multiple Case Studies

Objective- – This paper seeks to explore the heterogeneity of academic personal attributes that influence their entrepreneurial decisions and proposes a unique window of understanding the diversity of their personal attributes towards their commercialization approaches Methodology/Technique This research adopts Grounded Theory Methodology (GTM) of Straussian approach particularly the constructivist-interpretivist epistemology with extension to multiple case studies. Theoretical sampling is used to select a total of 42 academics of ICT faculties from five Malaysian research universities (RUs). Semi-structured interviews are used to elicit information in relation to their research and commercialization activities. Findings Based on interviewees' transcripts and their Curriculum Vitae (CV), we inductively develop a conceptual framework to explain the phenomenon of how academics choose their commercialization approaches. Novelty - This paper is expected to give a new inside into the existing academic entrepreneurship literature. To the practitioners, it helps them to better understand the heterogeneity of academics and therefore should facilitate them to nurture such commercialization efforts. Type of Paper Empirical Keywords: Academic entrepreneurship; Technology transfer; Commercialization; Malaysian university; Personal attributes.

Integrated Experiences

2015 ◽  
pp. 278-295
Author(s):  
Carol Carruthers ◽  
Dragana Martinovic ◽  
Kyle Pearce
Keyword(s):  
Young Adults ◽  
Statistical Analysis ◽  
Mathematics Education ◽  
Conceptual Framework ◽  
Knowledge Bases ◽  
Successful Implementation ◽  
Community Of Learners ◽  
Mathematical Concepts ◽  
Education Environment ◽  
K 12

This chapter discusses the integrated experiences of a group of instructors who are using tablets to teach mathematics to adolescents and young adults. iPad technology offers learners in different educational streams and with different knowledge bases an environment that fosters the growth of a community of learners engaged in mathematical concepts and processes. The authors present an in-depth examination of the design of a tablet-based mathematics education environment and provide a statistical analysis to highlight the full richness of their classroom-based experiments. The results are presented using the five foundational aspects of a conceptual framework for the successful implementation of technology in a K-12 environment.

A Description of the Characteristics and Behaviors of Master Teachers in Nursing

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Jacquelyn McMillian-Bohler ◽  
Linda Copel ◽  
Catherine Todd-Magel
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Nurse Educators ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Master Teacher ◽  
Full Time ◽  
Master Teachers ◽  
And Behaviors ◽  
Teaching Criteria

AbstractMaster teachers are associated with achieving excellence in teaching; however, there are no research studies that describe master teachers in nursing. Based on an analysis of interview responses from eleven, experienced, full-time, undergraduate nurse educators, this qualitative study offers an empirically based description of characteristics and behaviors of master teachers in nursing. This description of master teachers provides nurse educators with characteristics and behaviors that may be needed to develop a master teacher practice. Increasing the number of master teachers in nursing could have implications for creating teaching criteria to evaluate teaching practice and develop professional development activities.

scholarly journals Teacher reflection: The use of visual tools in mathematics classrooms

Pythagoras ◽  
2012 ◽  
Vol 33 (1) ◽  
Author(s):  
Jayaluxmi Naidoo
Keyword(s):  
South African ◽  
Teacher Reflection ◽  
Department Of Education ◽  
Master Teacher ◽  
Master Teachers ◽  
Mathematical Concepts ◽  
Teacher Interview ◽  
Mathematics Classrooms ◽  
Video Recordings ◽  
Kwazulu Natal

Research has shown that the use of visual tools in mathematics classrooms is beneficial, but what we do not know is how South African teachers negotiate the use of visual tools (e.g. diagrams, gestures, the use of colour, et cetera) in classrooms. Research was conducted with six ‘master teachers’ to explore the use of visual tools. Master teachers in this study are expert teachers identified by the KwaZulu-Natal Department of Education. They are experienced teachers with the potential to mentor new teachers. Master teachers were asked to complete a questionnaire, and they were observed and recorded whilst teaching mathematics lessons. Each master teacher was observed at least three times. All the video recordings were analysed, after which each master teacher was interviewed. After each master teacher interview had been analysed, one focus group interview was conducted with learners at each school. The study was undertaken within a qualitative, interpretive paradigm. The study was framed within Schön’s theory of teacher reflection. The findings suggest that each master teacher incorporated the use of visual tools in order to make mathematical concepts easier to understand for the learners. For example, one master teacher used a stick with coloured rubber bands to teach rotation about a point; another master teacher used various colours and lines on an interactive smart board to teach number patterns and a third used hand gestures to demonstrate the direction of the gradient of a line. Interview data suggest that the incorporation of such visual tools came about as a result of teachers’ reflecting in action. These findings are important for advancing teacher and curriculum development.

Promoting Higher Student Mathematics Achievement in Online Settings

2021 ◽  
pp. 561-582
Author(s):  
Emma Bullock ◽  
Amy Ray ◽  
Beth Cory ◽  
Julie Herron
Keyword(s):  
Mathematics Achievement ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Mathematics Classroom ◽  
Teacher Educator ◽  
Growth Mindset ◽  
Grounded Theory Research ◽  
K 12 ◽  
Theory Research ◽  
Online Mathematics

This chapter describes how the authors structured effective online mathematics content courses for pre-service teachers (PSTs) using the promoting higher student mathematics achievement in online settings (PHiSMAOS) conceptual framework. This framework focuses on the mathematics teacher educator (MTE) view from which they are using their technological content knowledge (TCK) to develop their PSTs' own technological knowledge (TK), content knowledge (CK), and TCK when in an online mathematics classroom setting. The PHiSMAOS conceptual framework then wraps this reality in the concepts of growth mindset and productive struggle, providing a pragmatic way for MTEs to productively promote growth mindset in PSTs' mathematics content classrooms in online settings. This framework was developed using grounded theory research techniques from data consisting of exit cards, video-recorded discussions, assignments, and test scores across seven semesters of the authors' courses. Implications for MTEs, use in K-12 settings, and further research are also discussed.

Pop Quiz: Internships

2014 ◽  
Vol 93 (1) ◽  
pp. 27-28
Author(s):  
Mary C. Clement
Keyword(s):  
College Students ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Teaching Skills ◽  
Master Teachers ◽  
Preparation Programs ◽  
K 12

College students at accredited teacher preparation programs will go into K-12 schools to observe master teachers and learn teaching skills. This quiz assesses their knowledge to see what they know about getting experience in schools.

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