This article details the experiences of teacher education faculty as we navigated the impending c... more This article details the experiences of teacher education faculty as we navigated the impending consequential implementation of a state-mandated HSTPA in our educator preparation program (EPP). Like Peck, Gallucci and Sloan (2010), we discovered the importance of re-centering the faculty conversation from compliance with assessment mandates to inquiry into program coherence and efficacy. Rather than focusing on the question of how well are we preparing candidates to complete our state’s high stakes performance assessment, we chose to focus on what we consider to be a more valuable question: How well are we preparing teacher candidates to plan and engage students in learning, assess student learning, and reflect on and evaluate both the planning and the enactment of learning experiences based upon assessment data? By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a ve...
Teachers as well as students often have difficulty formulating good research questions because no... more Teachers as well as students often have difficulty formulating good research questions because not all questions lend themselves to scientific investigation. The following is a guide for high-school and college life-science teachers to help students define question types central to biological field studies. The mayfly nymph was selected as the example study organism because they are common in warm humid
In three semiguided inquiry lessons on population biology, students use models and simulations to... more In three semiguided inquiry lessons on population biology, students use models and simulations to examine population trends and make projections. They are guided to create and evaluate data and to use algebraic and geometric representations to examine biotic and logistic growth models as part of examining human population growth. As they recognize the relationship between population growth and resources, they explore and propose solutions for addressing complex socioscientific problems. The underlying mathematics and science concepts of these learning cycle lessons can help students understand the complexity of environmental issues and prepare them to reason in an informed manner when they encounter debates on population and environmental issues that are often voiced in political arenas.
With this report, we describe changes in the ways that participation in pre-scholarship school in... more With this report, we describe changes in the ways that participation in pre-scholarship school internships influence participants’ perceptions of what it means to be a math or science teacher and to teach in high-need schools. Interns wrote pre- and post-internship essays about high school math or science teaching. The participants’ essays provide evidence of changes in beliefs. Expectations shifted from being relatively romantic toward being relatively pragmatic.
With this report, we describe changes in the ways that participation in pre-scholarship school in... more With this report, we describe changes in the ways that participation in pre-scholarship school internships influence participants’ perceptions of what it means to be a math or science teacher and to teach in high-need schools. Interns wrote pre- and post-internship essays about high school math or science teaching. The participants’ essays provide evidence of changes in beliefs. Expectations shifted from being relatively romantic toward being relatively pragmatic.
International Journal of Environmental and Science Education
The purpose of this study was to examine the association of middle school student science achieve... more The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centered learning, and teacher demonstrations with science achievement. Both attitudes toward science and student-centered learning were positively associated with science achievement, and student-centered learning was positively associated with attitude toward science. Teacher demonstrations were found to have a negative association with student achievement, and no significant association with attitudes toward science. Findings of this study suggest that demonstrations provide insufficient opportunity for students to develop an understanding of the processe...
As United States schools become more culturally diverse, issues of teaching and learning mathemat... more As United States schools become more culturally diverse, issues of teaching and learning mathematics for understanding become increasingly important. In this study, we investigated how classroom interactions are constructed to support mathematical understanding. Teacher uptake of students’ mathematical representations, questions, and comments is examined in the context of classroom connectivity technology. Data sources include videotaped classroom observations and transcriptions, observer notes, classroom artifacts, and an end-of-year teacher interview. Classroom discourse was coded and examined for themes from which we identified characteristics of teacher-led support of student agency in this mathematics classroom. Establishment of classroom norms and patterns of classroom discourse positioned students as doers of mathematics. Additionally, explicit instruction in academic discourse supported academic language and dialogic discourse about mathematical ideas.
In our study of the impact of computer use in science classrooms, data analysis indicated that st... more In our study of the impact of computer use in science classrooms, data analysis indicated that student achievement in science can be improved through frequent use of student-centered teaching practices and, conversely, degraded through frequent use of computers under the effects of traditional teaching practices. Based on that finding, we provide guidelines for using computers in science classes, including three examples of how computers and scientific models can be used for collecting data (students), designing a lab (teacher), and a combination of designing a lab and collecting data.
... Pape, Stephen J., Karen E. Irving, Clare V. Bell, Melissa L. Shirley, Douglas T. Owens, Shari... more ... Pape, Stephen J., Karen E. Irving, Clare V. Bell, Melissa L. Shirley, Douglas T. Owens, Sharilyn Owens, Jonathan D. Bostic ... In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, ed. Robert N. Ronau ...
This article details the experiences of teacher education faculty as we navigated the impending c... more This article details the experiences of teacher education faculty as we navigated the impending consequential implementation of a state-mandated HSTPA in our educator preparation program (EPP). Like Peck, Gallucci and Sloan (2010), we discovered the importance of re-centering the faculty conversation from compliance with assessment mandates to inquiry into program coherence and efficacy. Rather than focusing on the question of how well are we preparing candidates to complete our state’s high stakes performance assessment, we chose to focus on what we consider to be a more valuable question: How well are we preparing teacher candidates to plan and engage students in learning, assess student learning, and reflect on and evaluate both the planning and the enactment of learning experiences based upon assessment data? By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a ve...
Teachers as well as students often have difficulty formulating good research questions because no... more Teachers as well as students often have difficulty formulating good research questions because not all questions lend themselves to scientific investigation. The following is a guide for high-school and college life-science teachers to help students define question types central to biological field studies. The mayfly nymph was selected as the example study organism because they are common in warm humid
In three semiguided inquiry lessons on population biology, students use models and simulations to... more In three semiguided inquiry lessons on population biology, students use models and simulations to examine population trends and make projections. They are guided to create and evaluate data and to use algebraic and geometric representations to examine biotic and logistic growth models as part of examining human population growth. As they recognize the relationship between population growth and resources, they explore and propose solutions for addressing complex socioscientific problems. The underlying mathematics and science concepts of these learning cycle lessons can help students understand the complexity of environmental issues and prepare them to reason in an informed manner when they encounter debates on population and environmental issues that are often voiced in political arenas.
With this report, we describe changes in the ways that participation in pre-scholarship school in... more With this report, we describe changes in the ways that participation in pre-scholarship school internships influence participants’ perceptions of what it means to be a math or science teacher and to teach in high-need schools. Interns wrote pre- and post-internship essays about high school math or science teaching. The participants’ essays provide evidence of changes in beliefs. Expectations shifted from being relatively romantic toward being relatively pragmatic.
With this report, we describe changes in the ways that participation in pre-scholarship school in... more With this report, we describe changes in the ways that participation in pre-scholarship school internships influence participants’ perceptions of what it means to be a math or science teacher and to teach in high-need schools. Interns wrote pre- and post-internship essays about high school math or science teaching. The participants’ essays provide evidence of changes in beliefs. Expectations shifted from being relatively romantic toward being relatively pragmatic.
International Journal of Environmental and Science Education
The purpose of this study was to examine the association of middle school student science achieve... more The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centered learning, and teacher demonstrations with science achievement. Both attitudes toward science and student-centered learning were positively associated with science achievement, and student-centered learning was positively associated with attitude toward science. Teacher demonstrations were found to have a negative association with student achievement, and no significant association with attitudes toward science. Findings of this study suggest that demonstrations provide insufficient opportunity for students to develop an understanding of the processe...
As United States schools become more culturally diverse, issues of teaching and learning mathemat... more As United States schools become more culturally diverse, issues of teaching and learning mathematics for understanding become increasingly important. In this study, we investigated how classroom interactions are constructed to support mathematical understanding. Teacher uptake of students’ mathematical representations, questions, and comments is examined in the context of classroom connectivity technology. Data sources include videotaped classroom observations and transcriptions, observer notes, classroom artifacts, and an end-of-year teacher interview. Classroom discourse was coded and examined for themes from which we identified characteristics of teacher-led support of student agency in this mathematics classroom. Establishment of classroom norms and patterns of classroom discourse positioned students as doers of mathematics. Additionally, explicit instruction in academic discourse supported academic language and dialogic discourse about mathematical ideas.
In our study of the impact of computer use in science classrooms, data analysis indicated that st... more In our study of the impact of computer use in science classrooms, data analysis indicated that student achievement in science can be improved through frequent use of student-centered teaching practices and, conversely, degraded through frequent use of computers under the effects of traditional teaching practices. Based on that finding, we provide guidelines for using computers in science classes, including three examples of how computers and scientific models can be used for collecting data (students), designing a lab (teacher), and a combination of designing a lab and collecting data.
... Pape, Stephen J., Karen E. Irving, Clare V. Bell, Melissa L. Shirley, Douglas T. Owens, Shari... more ... Pape, Stephen J., Karen E. Irving, Clare V. Bell, Melissa L. Shirley, Douglas T. Owens, Sharilyn Owens, Jonathan D. Bostic ... In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, ed. Robert N. Ronau ...
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