Advancing Informal STEM Learning (AISL) Full Proposal Deadline
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Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504793
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383&org=DRL&sel_org=D…
Full Proposal deadline for Catalyst proposals
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Adaptation and Partnership (FY 2019 competition)
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Letter of Intent for January 2020 Adaptation and Partnership competition
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Letter of Intent due for May 2019 Adaptation and Partnership competition
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.
In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.
This mixed-method comparative study examined lesson study in Japan as the original model, and interpretation and adaption of lesson study as an emerging new model of teacher professional development in Florida, the United States. The study found that lesson study has been interpreted through the lens of organizational structures and routines of teacher professional development in Florida and the U.S. in general, and the model was adapted to fit into the existing organizational contexts.
The chapter discusses the underlying views of teacher professional development and the teaching profession in the U.S. that played an important role in the adaptation process of lesson study.
Lesson study was introduced to school districts in Florida in the United States as part of the federal government’s Race to the Top Program in 2010 to scale improvement in instruction and student learning. However, little is known about what district policy and leadership characteristics are associated with the level of lesson study implementation.
Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. Implications for educational leaders at local educational agencies are discussed.
Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited.
Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.