Teacher Professional Development and Pedagogy

Scaling Professional Development: Preparing Professional Learning and Development Providers to Lead Power of Data Teacher Workshops.

This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy. Professional Learning and Development (PLD) providers’ geospatial technology (GST) skills, understanding of programme principles, preparation, and stages of concern for implementing POD Teacher Workshops were investigated. The POD Team analysed previous POD PLD models.

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SciGirls Strategies Implementation Evaluation Report

For the SciGirls Strategies supplemental activity, ten educators were trained to be SciGirls Strategies trainers during June 2019 (see the Training Evaluation Report). During that time, they developedaction plans for their local teacher training. The goal was for each Trainer to train ten or moreteachers in their local schools/districts.

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SciGirls Strategies Training Evaluation Report

For the SciGirls Strategies supplemental activity, ten educators were trained to be SciGirls Strategies

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COVID-19 Resources for the ITEST Community

As we all face the challenges of COVID-19, making connections between communities and sharing resources with colleagues has become increasingly important. We would like to reassure you that STELAR is here for our community. In the meantime, we and pleased to share the below resources provided by the National Science Foundation (NSF), our colleagues at Education Development Center (EDC), the Community for Advancing Discovery Research in Education (CADRE), the Center for Advancement of Informal Science Education (CAISE) and the Center for Innovative Research in Cyberlearning (CIRCL).

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The 2020 NSF STEM for All Video Showcase: Learning from Research and Practice

The 2020 NSF STEM for All Video Showcase: Learning from Research and Practice, will be held online May 5 - 12, 2020. This event is created and facilitated by TERC and is funded by the National Science Foundation (Award #1922641).

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Developing Teachers' Computational Thinking Beliefs and Engineering Practices Through Game Design and Robotics

SciGirls Strategies Research Report

SciGirls Strategies Final Research Report on the use of gender equitable teaching strategies by high school CTE and STEM educators.

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SciGirls Strategies - Year Three Evaluation Reports

SciGirls Strategies year three evaluation and case studies reports on each participating educator.

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“You know you can do this, right?”: Developing geospatial technological pedagogical content knowledge (GS-TPACK) and enhancing teachers’ cartographic behaviors with Socio-Environmental Science Investigations (SESI).

Many barriers exist to K–12 classroom teachers’ adoption and implementation of geospatial technologies with their students. To address this circumstance, we have developed and implemented a geospatial curriculum approach to promote teachers’ professional growth with curriculum-linked professional development (PD) to support the adoption of socio-environmental science investigations (SESI) in an urban school environment that includes reluctant learners.

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NSF EAGER Maker Summit: Charting the Future of Making in STEM Education

In December of 2018, nearly 60 NSF EAGER project PIs were invited to meet for two days and explore topics of interest to NSF and the Maker community. The event was designed to:

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