Teacher Attitudes/Beliefs

AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.

AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.

Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (defined as the transformation of subject matter knowledge to enacted pedagogical content knowledge) remains underexplored despite its central position in the RCM. We aim to address this gap by developing a conceptual framework known as Pedagogical Chemistry Sensemaking (PedChemSense).

With the spread of learning analytics (LA) dashboards in K-12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sensemaking occurs, and how it may differ across K-12 professional roles. Our mixed-methods study reports on interviews and think-aloud sessions with middle-school mathematics teachers and instructional coaches from four districts in the United States.

The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of approximately 18-months, a team of STEM educators and educational researchers developed a 10-item integrated STEM observation instrument for use in K-12 science and engineering classrooms. The process of developing the STEM-OP began with establishing a conceptual framework, drawing on the integrated STEM research literature, national standards documents, and frameworks for both K-12 engineering education and integrated STEM education.

The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of approximately 18-months, a team of STEM educators and educational researchers developed a 10-item integrated STEM observation instrument for use in K-12 science and engineering classrooms. The process of developing the STEM-OP began with establishing a conceptual framework, drawing on the integrated STEM research literature, national standards documents, and frameworks for both K-12 engineering education and integrated STEM education.

The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of approximately 18-months, a team of STEM educators and educational researchers developed a 10-item integrated STEM observation instrument for use in K-12 science and engineering classrooms. The process of developing the STEM-OP began with establishing a conceptual framework, drawing on the integrated STEM research literature, national standards documents, and frameworks for both K-12 engineering education and integrated STEM education.

Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers to know what to implement and how to do so in their classrooms. In this article, we describe a series of activities used in a week-long professional development workshop designed to elicit K–12 teachers’ conceptions of STEM and the roles that science, technology, engineering, and mathematics play in STEM education.

Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers to know what to implement and how to do so in their classrooms. In this article, we describe a series of activities used in a week-long professional development workshop designed to elicit K–12 teachers’ conceptions of STEM and the roles that science, technology, engineering, and mathematics play in STEM education.

Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers to know what to implement and how to do so in their classrooms. In this article, we describe a series of activities used in a week-long professional development workshop designed to elicit K–12 teachers’ conceptions of STEM and the roles that science, technology, engineering, and mathematics play in STEM education.