Handling Research Challenges

2021 ◽  
pp. 25-44
Author(s):  
Abir El Shaban
Keyword(s):  
Graduate Students ◽  
United Arab Emirates ◽  
The United States ◽  
Language Teachers ◽  
Development Model ◽  
Technology Professional Development ◽  
American University ◽  
Main Challenge ◽  
Professional Development Model ◽  
Technology Professional

This chapter explores some of the challenging issues that were raised for the author while conducting her first biggest research project as an international doctoral student at one of the United States universities. The main challenge that the author faced was the difficulty of having access to a language center to examine her technology professional development model on language teachers to explore its effectiveness in understanding the teachers' adoption and rejection decision of using education technology and to collect data for her dissertation. After choosing an alternative venue and planning to travel to the United Arab Emirates to conduct the practical part of her research at one of the UAE's universities, an academic networking event changed the course of the latest plans and had a gatekeeper assisting her in experimenting her model and conducting the rest of her study in an American university. The chapter explores some of the challenges and how the author tackled each one of them. The chapter ends with some general recommendations for graduate students and novice researchers.

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 541-558
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 1317-1333 ◽  
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 542-559
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 73-90 ◽  
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Systematic Support for STEM Pre-Service Teachers

2017 ◽  
pp. 637-654
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

An Authentic and Sustainable STEM Pre-Service Teacher Professional Development Model

2019 ◽  
pp. 321-339
Author(s):  
Yan Sun ◽  
Reenay R. H. Rogers ◽  
Jodie M. Winship
Keyword(s):  
Professional Development ◽  
The United States ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Teacher Workforce ◽  
K 12 ◽  
Pre Service Teacher

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and strengthening the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-dimensional STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to 1) provide K-12 students with authentic STEM learning experiences as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues; and 2) help K-12 students develop knowledge of STEM careers and professional, abilities to work in the STEM fields, and ways of working as STEM professionals as summarized by Rogers and Sun.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

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