Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom

McFadden, Justin; Roehrig, Gillian H.

doi:10.1186/s43031-020-00021-8

Cited by 9 publications

(5 citation statements)

References 43 publications

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“…Literature descriptions Campbell and Chittleborough (2014); Firestone and Cecilia Martinez (2007), Laxton (2016), McFadden and Roehrig (2020), Swinnerton (2007) Abbreviation: ESS, elementary science specialist.…”

Section: School-level Ess-teacher Support and Coachingmentioning

confidence: 99%

“…Laxton (2016) identified sense‐making and interpretation of reform concepts as defining characteristics of instructional coaches. Tensions, limitations, and boundaries of coaching were observed in an analysis of a teacher–coach relationship during a STEM integration project (McFadden & Roehrig, 2020). In a policy‐focused piece, Galey (2016) emphasized the multi‐dimensionality of instructional coaching and the need for coaches to develop a repertoire of skills distinct from their own instructional effectiveness.…”

Section: Introductionmentioning

confidence: 99%

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Science as a “Special”: Navigating the role of science specialist in urban elementary schools

Ronan

2023

School Sci & Mathematics

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This ethnography explores the locally defined and culturally negotiated roles and responsibilities of elementary science specialists (ESS) in three New York City schools. Drawing upon interviews with ESS, classroom teachers, and building administrators, this study examines the roles and interactions of ESS with regards to instruction, support, and leadership as analyzed through a distributed leadership lens. The implementation pattern matched the characteristics of the science as a special model of elementary content specialization. While lacking specific qualifications or clearly defined roles, ESS were primary, exclusive, or supplementary providers of science instruction. Urban ESS leveraged relationships with various classroom generalists and faced challenges in navigating science leadership responsibilities such as curriculum coordination, communication, and support of classroom teachers.

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Section: School-level Ess-teacher Support and Coachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Science as a “Special”: Navigating the role of science specialist in urban elementary schools

Ronan

2023

School Sci & Mathematics

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“…Proses evaluasi mencakup menilai keuntungan dan kerugian dari alternatif (Gresch, Hasselhorn, & Susanne, 2013) yang memerlukan kemampuan berpikir kritis. Siswa sekolah dasar mulai mengembangkan kemampuan tersebut, tetapi dalam kapasitas yang terbatas (Mcfadden & Roehrig, 2020). Soal terkait kemampuan mengevaluasi alternatif yang disajikan menuntut siswa menentukan kelebihan dari sebuah alternatif terkait penghematan listrik dan BBM.…”

Section: Tabel 1 Analisis Pengambilan Keputusan Terkait Perubahan Iklimunclassified

Dapatkah Siswa Sekolah Dasar Mengambil Keputusan terkait Perubahan iklim? Sebuah Penelitian Deskriptif

Sutinah

Widodo²,

Muslim³

et al. 2023

JEE

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One of the reasons why climate change is a contentious socioscientific topic is the swift advancement of research and technology. Based on sound judgment, controlling climate change becomes an urgent matter. This study intends to gain an overview of the factual circumstances of elementary school pupils' decision-making skills with reference to the subject of combating climate change. Descriptive quantitative research methodology is employed. The test is a multiple-choice test with 10 questions that were created using criteria for rational decision-making. 612 pupils at ten public elementary schools in the city of Bandung took the test offline. Descriptive statistics were used to assess the data and categorize it in accordance with the rationale for decision-making. The study's findings show that judgments about climate change are difficult for elementary school pupils to make. Most of their decisions are made using intuitive principles. This study has implications for the significance of discussing climate change with elementary school pupils and having them practice making critical decisions.

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“…Furthermore, Guan et al (2016) emphasize that motivation can provide ongoing internal support throughout STEM students' exploration. The motivation for high science also provides students with the opportunity to develop an ongoing interest in STEM careers (McFadden & Roehrig, 2020). Therefore, the importance of motivation in refining students' needs in the learning process of STEM career development is essential for the unity of students' knowledge and preparation in the STEM industry sector.…”

Section: Introductionmentioning

confidence: 99%

STEM Education in Malaysia towards Developing a Human Capital through Motivating Science Subject

Razali

Manaf

Ayub

2020

IJLTER

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This paper focuses on the motivational factor in learning science encompassing the elements of self-efficacy, self-determination, intrinsic, grade, and career. These factors identified from previous research have a direct influence on the conception of careers related to Science, Technology, Engineering, and Mathematics (STEM) among students. This study is a quantitative study using two surveys: Motivational Science Questionnaire (MSQ II) and career interest in STEM from the STEM Student Questionnaire (S-STEM). The questionnaire was modified and tailored to the purpose of this investigation. The objective of this research is to determine motivation as the main factor in science to develop students' interest in a STEM career among secondary students in Malaysia. A total of 419 Form Four students were the respondents of this study. The results show that motivation of indirect science learning can influence the development of Form 4 students' interest in STEM careers. The data were analyzed using the Structural Equation Modeling (SEM) method which is in line with the self-determination theory to determine the strong influence of motivation on students' career. The result shows a very high influence of motivation towards science with a significantly high variance of 51% on the development of interest in STEM-related careers among Malaysian students.

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Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom

Cited by 9 publications

References 43 publications

Science as a “Special”: Navigating the role of science specialist in urban elementary schools

Science as a “Special”: Navigating the role of science specialist in urban elementary schools

Dapatkah Siswa Sekolah Dasar Mengambil Keputusan terkait Perubahan iklim? Sebuah Penelitian Deskriptif

STEM Education in Malaysia towards Developing a Human Capital through Motivating Science Subject

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