Research indicates that teacher efficacy influences student achievement and is situation specific. With the Next Generation Science Standards calling for the incorporation of engineering practices into K-12 classrooms, it is important to identify teachers' engineering teaching efficacy. A study of K-5 teachers' engineering self-efficacy and engineering teaching efficacy revealed that that they have low engineering self-efficacy and low teacher efficacy related to engineering pedagogical content knowledge. Additionally, significant differences existed in self-efficacy levels based on gender, ethnicity, Title I school status, and grade level taught. 52Volume 117 (1-2)Examining Elementary Teachers

Students' knowledge about a profession influences their future decisions about careers. Research indicates that students tend to hold stereotypical views of engineers, which would hinder engineering as a career choice. The purpose of this study was to measure how participating in a week long engineering summer camp affected middle school students' (N519) attitudes towards engineering and their conceptions of engineering and technology. Results indicate that participation in the programs had a positive impact on the students' understandings of what technology is and the work engineers do. Although the results indicate a positive impact on participants, it is not clear which components of the camp contributed to this change. The partnership between practicing middle school teachers and engineering faculty was important to the success of the camp, revealing the benefits of collaborative efforts between K-12 educators and engineering professionals.

Background The Next Generation Science Standards (NGSS) call for the integration of engineering content and practices in elementary science curricula, yet little is known about elementary teachers' preparedness to do so or their views on teaching engineering. Purpose/Hypothesis The purpose of the current study was to explore K‐5 teachers' perceptions about incorporating engineering in their classrooms as well as the perceived barriers for doing so. Design/Method This study consisted of an online survey including a mix of selected response, Likert, and short answer items, followed by individual interviews and focus group sessions with a subset of survey participants. Descriptive statistics are reported for quantitative survey data. Open‐ended survey questions as well as interview and focus group transcripts were inductively coded to identify emergent themes. Results Many elementary teachers support the inclusion of engineering in the science standards for elementary grades. Teachers describe a lack of preservice and in‐service training, background knowledge, materials, time for planning and implementing lessons, and administrative support as barriers to implementing engineering activities within their classrooms. Conclusion While many elementary teachers support the use of engineering activities in their classrooms, there are numerous barriers preventing them from doing so. To ensure that NGSS are incorporated into elementary classrooms as they were intended, elementary teachers must be provided with the necessary training, resources, and support.

This study sought to understand the service-learning beliefs and intentions of agricultural education teacher educators. We collected quantitative data through a web-based survey instrument and course syllabi. Variables yielding statistically significant relationships were analyzed using cluster analysis, which produced three unique clusters operationalized as typologies representing the planned behaviors of teacher educators regarding service learning. For example, the Optimistically Unaware expressed positive beliefs about the method, but did not understand how to integrate service learning in their teaching methods courses. Meanwhile, the Policy-Focused Decision Makers used established education policy as anchors when navigating decisions, such as whether to feature service learning in their courses. Service-Learning Implementers espoused strong beliefs about the method's potential while also emphasizing how it could be used to enrich the preparation of agriculture teachers. Results point to the potential service learning holds if integrated as a complement to teacher preparation rather than an addition to current practice.

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