Teacher Attitudes/Beliefs

Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

STEM Categorization: 
Day: 
Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.

Session Types: 

Supports for Elementary Teachers Implementing the NGSS: Challenges and Opportunities across Science, Technology, and Engineering

STEM Categorization: 
Day: 
Fri

Consider methods and challenges associated with supporting upper elementary teachers’ implementation of NGSS-based classroom interventions in this structured poster session.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

In this structured poster session, a set of projects will present and discuss resources, models, and tools (RMTs) designed to support upper elementary teachers to implement an array of curricular and instructional interventions reflecting diverse disciplinary concepts and practices embodied in NGSS. The session aims to provide a forum for exploring diverse approaches to improving science in 3rd-5th-grade classrooms and engage in discussion about how these ideas can advance systemic efforts to support quality science instruction and student learning. 

Session Types: 

Longitudinal Studies of Teacher Development in Elementary Mathematics and Science

STEM Categorization: 
Day: 
Thu

Learn about the work and findings of two longitudinal studies examining the development of knowledge, beliefs, and instructional practices among pre-service and early-career elementary teachers in mathematics and science.

Date/Time: 
2:15 pm to 3:45 pm

Over the past five years, research teams at Western Washington University and North Carolina State University have each conducted longitudinal studies to examine elementary teacher development in mathematics and science. Specifically, they have investigated the development of pre-service/novice teachers’ knowledge, beliefs, and instructional practices during teacher preparation and into their initial years of teaching. 

Session Types: 

Expanding Opportunities for STEM Teacher Leadership

STEM Categorization: 
Day: 
Thu

Learn about issues, opportunities, and models of teacher leadership to create transformative learning environments and improve education policy and decision making.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

Effective teachers are crucial to efforts in improving student learning in K-12 STEM education. Effective teaching may be enhanced through innovative professional development that takes into account the stage of a teacher’s career continuum and opportunities for teachers to use their knowledge and wisdom of practice in various leadership capacities.

Session Types: 

Integrating Computing Across the Curriculum: The Impact of Internal Barriers and Training Intensity on Computer Integration in the Elementary School Classroom

Coleman, L. O., Gibson, P., Cotten, S. R., Howell-Moroney, M., & Stringer, K. (2015). Integrating Computing Across the Curriculum: The Impact of Internal Barriers and Training Intensity on Computer Integration in the Elementary School Classroom. Journal of Educational Computing Research.

Author/Presenter: 
LaToya O. Coleman
Philip Gibson
Shelia R. Cotten
Michael Howell-Moroney
Kristi Stringer
Lead Organization(s): 
Year: 
2015
Short Description: 

This study examines the relationship between internal barriers, professional development, and computer integration outcomes among a sample of fourth- and fifth-grade teachers in an urban, low-income school district in the Southeastern United States. Specifically, we examine the impact of teachers’ computer attitudes, computer anxiety, and computer training on the quality of computer integration in their classrooms. Using data from the Integrating Computing Across the Curriculum project, we utilize a mixed-methods approach to explore these relationships. Our results indicate that teacher attitudes and participation in an intensive computer-based training have a positive effect on computer integration practices. Findings from this study support providing teachers with more computer-based training which aims to improve the quality of classroom integration. This may lead to improvements in teacher attitudes toward computing and an increase in levels of computer integration in the elementary school classroom.

I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry

Herrington, D. G., Bancroft, S. F., Edwards, M. M., & Schairer, C. J. (2016). I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry. Journal of Science Teacher Education, 1-22. doi:10.1007/s10972-016-9450-y

Author/Presenter: 
Deborah G. Herrington
Senetta F. Bancroft
Molly M. Edwards
Caroline J. Schairer
Year: 
2016
Short Description: 

This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their practices in relation to the researcher-created teacher inquiry beliefs system spectrum (TIBSS). The TIBSS conceptualizes the range of changes observed in participating teachers. We also describe the features of the RET and external factors, such as personal experiences and school contexts, that teachers cited as influential to these changes.

Constructing and Role-Playing Student Avatars in a Simulation of Teaching Algebra for Diverse Learners

From the perspectives of Graduate Research Assistants (GRAs), this study examines the design and implementation of a simulated teaching environment in Second Life (SL) for prospective teachers to teach algebra for diverse learners. Drawing upon the Learning-for-Use framework, the analyses provide evidence on the development of student avatars in construction and role-playing activities. The study reveals challenges, procedures, and suggestions for future simulations. This study also calls for research efforts toward preparing mathematics teachers for cultural diversity.

Author/Presenter: 
Tingting Ma
Irving A. Brown
Gerald Kulm
Trina J. Davis
Chance W. Lewis
G. Donald Allen
Lead Organization(s): 
Year: 
2014
Short Description: 

This study examines the design and implementation of a simulated teaching environment in Second Life for prospective teachers.

Pages

Subscribe to Teacher Attitudes/Beliefs