The Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) are the nation's highest honors for teachers of mathematics and science (including computer science). Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the improvement of mathematics and science education.
Although works in progress, Iowa’s newly minted STEM educators now possess basic STEM curricular design and assessment practices that over the coming year will be honed through practice and continued support by the TIES team as well as the support team consisting of regional STEM managers, higher education professionals, AEA consultants, and Extension staff. STEM professional development represents the third and final component in place
More than 150 elementary, middle, high, and college students formed 27 teams and brought their underwater robots to the Lincoln City Community Center on May 10 to compete in the annual Oregon Regional MATE Remotely Operated Vehicle (ROV) contest. These teams, which spent the past few months designing and building their underwater vehicles, will be among students around the world participating in 23 regional contests supported by the Marine
The STEM + Computing Partnerships (STEM+C) program seeks to significantly enhance the learning and teaching of STEM and computing by K-12 students and teachers, through research on, and development of, courses, curriculum, course materials, pedagogies, instructional strategies, or models that innovatively integrate computing into one or more STEM disciplines, or integrate STEM content into the teaching and learning of computing. In addition, STEM+C seeks to build capacity in K-12 computing education with foundational research and focused teacher preparation.
The Technological Pedagogical Content Knowledge (TPACK) was introduced to the education research field as a theoretical framework for understanding teacher knowledge required for effective technology integration. Seven components are addressed in the TPACK framework: Technology Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge.The link below provides access to the instrument and documentation about the instrument.Authors provide instrument
The Teachers' Sense of Efficacy Scale (also known as the Ohio State Teacher Efficacy Scale (OSTES)) is a self assessment designed to gain a better understanding of the kinds of things that create difficulties for teachers in their school activities. Two forms, a long form with 24 items and a short forms with 12 items, include three teacher efficacy subscales: instructional strategies, classroom management, and student engagement. The links below provides access to the instrument and information on its development.Authors provide instrument validity and/or reliability information.
Since its development in the 1970s, researchers, evaluators, and change facilitators have been using the Stages of Concern (SoC) Questionnaire to assess teacher concerns about new programs and practices. The purpose of this questionnaire is to determine what people are thinking about when using various programs or practices. It is intended to assess their levels of concerns at various times during the adoption process.The link below provides access to the instrument as well as documentation about the instrument.
The Levels of Use is one of three components that make up the diagnostic dimensions of the Concerns-Based Adoption Model. Determining Levels of Use is done with the use of a series of questions that a facilitator asks a staff member, during a focused interview. The Levels of Use interview protocol enables educators to know not only the extent to which staff are using a new program but also whether individuals are at a beginning stage—still working through the challenges associated with grasping the program—or at a more advanced level, where he or she has expertise in using the program. With
Friday, September 9, 2011
Learning Science Panel: How People Learn – Implications for Motivation Research
- Ellen Winner, Boston College
- David Hammer, Tufts University
- Chandra Orrill, University of Massachusetts-Dartmouth
This qualitative study examines data from eight elementary preservice teachers who transitioned into student teaching after participating in an alternative science methods course that included teaching afterschool science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and reform their own thoughts about science teaching and learning through an 8-week afterschool science program situated within their elementary science methods course. Data was collected through observations, reflections, and participant interviews over an academic