Teachers’ Perceptions of Engagement and Effectiveness of School Community Partnerships: NASA’s Online STEM Professional Development

Keil, Matthew James; Rupley, William H.; Nichols, Janet; Nichols, William Dee; Paige, David D.; Rasinski, Timothy V.

doi:10.5296/jse.v6i2.9185

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…Blanchard, LePrevost, Tolin, & Gutierrez, 2016;Mouza, 2009) shows that technology has the potential to foster sustained transformation of teacher practices. For example, blended learning, which integrates online and face-to-face experiences, affords flexibility to engage teachers in just-in-time learning, reduces teacher anxiety, and fosters reflective practice (Kell, Rupley, Nichols, Nichols, Paige, & Rasinski, 2016). Further, using technology like games and simulations provides advantages because they increase learner engagement, and enable learning in meaningful contexts (Li, 2014).…”

Section: Professional Developmentmentioning

confidence: 99%

Pensée informatique dans les salles de classe: Une étude d'un PD pour les enseignants STEM dans les écoles à besoins élevés

Richman

Haines

et al. 2020

CJLT

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This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers’ learning of content and pedagogical knowledge related to computational thinking. It also investigates the lessons learned during the implementation process. This mixed-methods study examined 25 teachers who participated in the PD. The pre- and post-tests analysis showed positive outcomes of this PD in helping teachers learn CT skills. The thematic analysis of the qualitative data identified themes to answer the second, third and fourth research questions. Learner-centered approaches, differentiated learning, and unplugged activities were three main themes identified in teacher-created lesson plans.

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Section: Professional Developmentmentioning

confidence: 99%

Pensée informatique dans les salles de classe: Une étude d'un PD pour les enseignants STEM dans les écoles à besoins élevés

Richman

Haines

et al. 2020

CJLT

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“…A face-to-face training with the teacher played main role in this process [2,8]. If in the traditional practice, teaching is performed mainly in classrooms, then in this case students work more closely with the teacher, who conducts the student's practical actions, monitors the correctness of his steps, monitors the observance of safety rules and shares personal experience of using theoretical scientific knowledge [2,9]. A huge potential of STEM augmented by online teaching methods has been identified already in the first decade of the method existence.…”

Section: Introductionmentioning

confidence: 99%

Online Technologies in STEM Education

Liu

Чубаркова

Kharakhordina

2020

Int. J. Emerg. Technol. Learn.

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STEM education has become the normative base for teaching natural sciences, physical-mathematical disciplines and engineering sciences in a number of coun-tries. This technique has become the basis for a series of reforms for secondary and higher education in the USA, Australia, and some other countries. The meth-od involves the integration of training in the fields of mathematics, technical spe-cialties, scientific research and engineering. The widespread use of this technique and its active research throughout the world over the past ten years is due to the need to improve the quality of technical education and the ever-increasing rate of technological progress. This research is devoted to studying the impact of the STEM education introduction for 3rd year students of technical and pedagogical departments for improving the quality of training. The study involved two groups of students from two universities in Russia and China. The sample consisted of 316 people from each university, and the same amount was for control group to verify the results. The two study groups underwent training using two different STEM methodologies - “amalgam” and “interconnect”, which involve varying degrees of integration of various academic subjects within the coordinated STEM education. Both study groups used online-education integrated with STEM that helped to significantly increase the involvement of students in the learning pro-cess. All three groups passed pre-tests and post-tests on the learning outcomes before and after the introduction of the STEM education. The average grades re-ceived by students on studied disciplines show that the STEM education increas-es the academic performance with the statistical error of the study exceeded. The introduction of the “interconnect” method, which implies a greater integration of subjects during the training, showed provably higher results than the “amalgam” method. However, this study cannot be used to assess the quality and capabilities of each of these methods, since such an assessment requires additional research.

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Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools

Williams

2020

Advances in Higher Education and Professional Development

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African American male (AAM) college students with learning disabilities confront a number of obstacles while matriculating. Data indicates that a growing percentage of college students of color are enrolling in post-secondary institutions to pursue a higher education, but there still remains a graduation gap and retention issues between Black and White students, with the graduation rates of Black males still looming behind those of other groups. Of this student population, AAM's with learning disabilities encounter obstacles, both culturally, emotionally, financially, and psychologically that tend to exacerbate their learning needs and overall college experience, thus resulting in them dropping out midway through or at the end of the semester. Colleges and universities must address this gap and provide opportunities for culturally responsive mentoring, teaching, and specialized supports for AAM's with learning-diverse needs used to increase college graduation rates.

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Teachers’ Perceptions of Engagement and Effectiveness of School Community Partnerships: NASA’s Online STEM Professional Development

Cited by 4 publications

References 12 publications

Pensée informatique dans les salles de classe: Une étude d'un PD pour les enseignants STEM dans les écoles à besoins élevés

Pensée informatique dans les salles de classe: Une étude d'un PD pour les enseignants STEM dans les écoles à besoins élevés

Online Technologies in STEM Education

Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools

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