Situated instructional coaching: a case study of faculty professional development

Czajka, Charles Doug; McConnell, David

doi:10.1186/s40594-016-0044-1

Cited by 34 publications

(34 citation statements)

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“…Our project team began by considering the desired behaviors that would be observed if the institution’s teaching and learning environments were student centered. This forced us to think beyond the adoption of EBIPs and clarify the behaviors we expected to see when we achieve the long-term goal of shifting faculty conceptions about teaching and learning, the assumptions faculty make around how teaching and learning works, and what teaching looks like (Czajka and McConnell 2016; Kember 1997). As a result, we recommend institutions that desire to increase the use of EBIPs, take a more holistic approach, and propose a broader vision for the transformation of teaching, rather than focusing solely on the adoption of EBIPs.…”

Section: Discussionmentioning

confidence: 99%

“…Certainly, some faculty were already using student-centered approaches, but at the time of this study, teacher-centered approaches were decidedly the norm (Stieha et al 2016). To move toward the vision, faculty conceptions about teaching and learning, the assumptions they make around how teaching and learning works, and what teaching looks like may need to change (Czajka and McConnell 2016; Kember 1997). The leadership group understood that in order to move toward this vision, faculty would need an opportunity to “buy-in” and to operationalize the vision for themselves individually and within their departmental context (Kezar 2013).…”

Section: Introductionmentioning

confidence: 99%

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Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments

2017

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BackgroundCalls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an effort to shift teaching norms, with a long-term goal of altering the culture around teaching and learning in STEM. While the effort was envisioned and led at the institutional level, dialog about the proposed change and actions taken by faculty was emergent and supported within departments.ResultsFaculty identify a variety of barriers to proposed changes in teaching practice; however, faculty also identify a variety of drivers that might help the institution alter teaching and learning norms. Analysis of faculty responses reveals 18 categories of barriers and 15 categories of drivers in faculty responses. Many of the barrier and driver categories were present in each department’s responses; however, the distribution and frequency with which they appear reveals departmental differences that are important for moving forward with strategies to change teaching practice.ConclusionsAddressing faculty’s barriers to change is essential, but identifying and leveraging faculty’s drivers for the change is potentially equally important in efforts to catalyze changes that are supported or constrained by the local context. Further, the collection of faculty perspectives opens a dialog around the current and future state of teaching, an important step in laying the groundwork for change. Departmental differences in barriers and drivers make clear the importance of “knowing” the local contexts so strategies adopted by departments can be appropriately tailored. Results are discussed in light of what kind of strategies might be employed to effect changes in STEM education.Electronic supplementary materialThe online version of this article (doi:10.1186/s40594-017-0062-7) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments

2017

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“…STEM education has also been recognized as a way of strengthening mathematics and science curricula. Despite the global and recognition of the benefits of STEM in the educational sector, its application and instructional practices have remained limited (Czajka and McConnell, 2016;English, 2016;Tofel-Grehl and Callahan, 2016). For instance, generally, science education sometimes is unable to encourage and polish the critical thinking abilities of students.…”

Section: Introductionmentioning

confidence: 99%

“…Various theories of progress have been put forward to justify the complex relationship and factors that contribute to changes in the mode of instruction. Some theories stretched the significance of changing the perception of instructors as a major aspect, which in turn prompts changes in instructional practices and the enhancements of students' educational outcomes (Czajka and McConnell, 2016).…”

Section: Introductionmentioning

confidence: 99%

Teaching Challenges and Perceptions on STEM Implementation for Schools in Saudi Arabia

Madani

2020

European Journal of STEM Education

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STEM education has become one of the most rapidly growing sectors in educational reform all over the world. Whilst the program has been successfully implemented in most countries, unfortunately it has not been introduced as successfully in Saudi Arabia on account of lack of clarity of the general description of the meaning of STEM and its purpose and framework of application. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum, in collaboration with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks produced by an American publishing company McGraw Hill. The adapted curricula attempt to make meaningful connection between student's lives and their educational experiences through the implementation of new teaching practices which include student-centred investigation strategies and problem-based learning. The study was limited to Jeddah, Saudi Arabia and used the interviews of high school mathematics and science teachers and class observational methods as a means of qualitative research in order to address the following research questions: • What are the major aspects of the new mathematics and science curricula that serve as a means of the implementation of STEM education in Saudi Arabia? • What are the perceptions of teachers on the implementation of the newly adapted science and mathematics curricula? • How are the newly adapted mathematics and science curricula delivered in the classrooms as form of STEM education? Results revealed that even though there is haziness in mathematics and science teachers on the actual meaning of the concept of STEM education and its practice, the new teaching strategies that are required by the MOE for the successful implementation of the adjusted curricula, were found to be equivalent to teaching practices that have been proven effective in the implementation of STEM education.

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“…Integrated programs in teacher education (Berlin and White, 2010;Offer and Mireles, 2009) have been implemented or are planned, but problems found were the lack of the development of supporting curricula materials and instructional models for STEM integration (Stohlmann et al 2012). c) Lack of adequate content knowledge and skills: Elementary school teachers need content knowledge for both science and mathematics and for the integration of engineering, they also need knowledge and skills (NRC, 2013;Guzey et al, 2014;Czajka and McConnell, 2016). Furthermore, in addition to mathematics and science background, they need engineering and technology education (Debiase, 2016) and their lack of STEM content knowledge affects their selfefficacy to practice STEM in the classroom (Bencze, 2010).The problem is dealing with the teacher education programs or elementary education curriculum.…”

Section: Introductionmentioning

confidence: 99%

İlkokul Öğretmenlerinin Öğrencilerle Fen, Matematik, Mühendislik, Teknoloji (STEM) Eğitimi Öncesi Gereksinimleri; Durum Çalışması

Aydın¹

2020

EJER

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Implementing STEM education in the early grades is a more effective way to encourage creativity, problem-solving, and innovation. There is a need for elementary teachers to implement STEM education to integrate and contextualize science, technology, engineering, and mathematics (STEM) in their teaching. This research aims to examine the prerequisites for elementary teachers before practicing STEM education with students.Research Method: This study is a case study and implementations were undertaken with six teachers over 13 weeks and were delivered in theoretical and

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Situated instructional coaching: a case study of faculty professional development

Cited by 34 publications

References 50 publications

Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments

Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments

Teaching Challenges and Perceptions on STEM Implementation for Schools in Saudi Arabia

İlkokul Öğretmenlerinin Öğrencilerle Fen, Matematik, Mühendislik, Teknoloji (STEM) Eğitimi Öncesi Gereksinimleri; Durum Çalışması

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