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Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird 2019 Iowa State University

Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird

Emily Hayden

To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre-post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one 7th grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership including the science teacher, a literacy ...


Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks 2019 The University of Texas at Austin

Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks

Journal of Pre-College Engineering Education Research (J-PEER)

The goal of this study was to examine how the use of a new instructional model is related to changes in middle school students’ engineering identity. The intent of this instructional model, which is called argument-driven engineering (ADE), is to give students opportunities to design and critique solutions to meaningful problems using the core ideas and practices of science and engineering. The model also reflects current recommendations found in the literature for supporting the development or maintenance of engineering identity. This study took place in the context of an eighth-grade science classroom in order to explore how middle school students ...


Connecting Teachers’ Buy-Into Professional Development With Classroom Habits And Practices, Joshua B. Fagan, Kathleen Mary Melhuish, Eva Thanheiser, Brenda Rosencrans, Layla Guyot, Jodi I. Fasteen 2019 Texas State University - San Marcos

Connecting Teachers’ Buy-Into Professional Development With Classroom Habits And Practices, Joshua B. Fagan, Kathleen Mary Melhuish, Eva Thanheiser, Brenda Rosencrans, Layla Guyot, Jodi I. Fasteen

Eva Thanheiser

While professional development (PD) provides an opportunity for teachers to cultivate skills that are consistent with best practices in the field, it is their buy-into the PD that ultimately determines the effectiveness of the PD. We examined how teacher buy-in affected the classroom habits and practice of four elementary teachers who took part in a district wide PD. Using baseline and first-year implementation video recordings, in conjunction with frameworks for discourse analysis, cognitive demand, and tools built specifically to measure PD implementation, we found that varying combinations of teachers' beliefs served as a mitigating factor for PD implementation.


Measuring Fidelity Of Implementation In A Large-Scale Professional Development Efficacy Study, Kathleen Mary Melhuish, Eva Thanheiser, Brenda Rosencrans 2019 Texas State University - San Marcos

Measuring Fidelity Of Implementation In A Large-Scale Professional Development Efficacy Study, Kathleen Mary Melhuish, Eva Thanheiser, Brenda Rosencrans

Eva Thanheiser

Fidelity of implementation is the essential link between professional development (PD) experiences and changes in outcomes. Yet, as a field we have few measures available to directly look at implementation. In this poster, we present our preliminary work measuring teachers’ implementation of a research-based PD.


The Language Of Professional Development Leaders, Andrew Riffel, Kathleen Mary Melhuish, Eva Thanheiser 2019 Portland State University

The Language Of Professional Development Leaders, Andrew Riffel, Kathleen Mary Melhuish, Eva Thanheiser

Eva Thanheiser

Leaders in professional development (PD) initiatives (such as facilitators, principals, coaches) hold a great deal of power in their language, carrying the ability to manage meaning and frame experiences. Rather than working from interview data, this report addresses a gap in leadership research by examining the words used by leaders in their on-the-job interactions. We present an initial framework for capturing leadership language qualities at the macro level (framing the PD’s purpose) and micro level (rhetorical crafting in terms of metaphor usage, pronoun choice, and other language selections). Our data come from a larger project evaluating the efficacy of ...


Increasing Student Cognitive Engagement In The Math Classroom Through Sustained Professional Development, Eva Thanheiser, Brenda Rosencrans, Kathleen Mary Melhuish, Joshua B. Fagan, Layla Guyot 2019 Portland State University

Increasing Student Cognitive Engagement In The Math Classroom Through Sustained Professional Development, Eva Thanheiser, Brenda Rosencrans, Kathleen Mary Melhuish, Joshua B. Fagan, Layla Guyot

Eva Thanheiser

We share the case of one teacher engaged in professional development (PD) designed to improve collective argumentation. We present an analysis of two lessons in her classroom, one before and one after her engagement with the professional development. Findings show that the classrooms differ across both teacher support for collective argumentation (requesting ideas and elaboration vs. requesting/acts and methods), and student contributions Oustifications vs. procedures and facts) .


Teacher Noticing Of Justification: Attending To The Complexity Of Mathematical Content And Practice, Kathleen Mary Melhuish, Eva Thanheiser, Jodi I. Fasteen, Julie Fredericks 2019 Portland State University

Teacher Noticing Of Justification: Attending To The Complexity Of Mathematical Content And Practice, Kathleen Mary Melhuish, Eva Thanheiser, Jodi I. Fasteen, Julie Fredericks

Eva Thanheiser

In this report, we will consider in-service elementary school teachers' noticing of the mathematical practice: justification. This study is part of a larger project evaluating the efficacy of a three year professional development built around attending to student thinking and promoting mathematical habits of justifying, generalizing and making sense. Noticing just¢cation is a complex task requiring attention to both the (1) mathematical content and strategies and (2) the nature of the argument provided by a student. We have found that teachers' struggle to attend to both aspects simultaneously and offer a framework for considering teacher noticing of mathematical practices.


The Importance Of Collaborative Disciplinary Expertise For Integrated Education, Candice M. Quinn, Joshua W. Reid 2019 Middle Tennessee State University

The Importance Of Collaborative Disciplinary Expertise For Integrated Education, Candice M. Quinn, Joshua W. Reid

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


A Co-Teaching Model For Presenting Statistics In An Ecology Lab, Sheldon Lee 2019 Illinois State University

A Co-Teaching Model For Presenting Statistics In An Ecology Lab, Sheldon Lee

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


Exploring Modeling By Programming: Insights From Numerical Experimentation, Sean Laverty, Brittany E. Bannish 2019 University of Central Oklahoma

Exploring Modeling By Programming: Insights From Numerical Experimentation, Sean Laverty, Brittany E. Bannish

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


Integrating Mathematics And Biology In The Classroom: A Compendium Of Case Studies And Labs, Becky Sanft, Anne Walter 2019 University of North Carolina at Asheville

Integrating Mathematics And Biology In The Classroom: A Compendium Of Case Studies And Labs, Becky Sanft, Anne Walter

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


Engaging Undergraduates In Research In Mathematical Biology With Limited Resources, Timothy Comar 2019 Benedictine University

Engaging Undergraduates In Research In Mathematical Biology With Limited Resources, Timothy Comar

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


Mathematical Modeling In Precalculus, Calculus I, And Modeling Courses, Megan Buzby 2019 Illinois State University

Mathematical Modeling In Precalculus, Calculus I, And Modeling Courses, Megan Buzby

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


A Review Of The Biomathematics Program At Illinois State University: Benefits Of Pursuing A Graduate Degree At An Iba Institution, Alison Sifuentes, Aleksandra Majewski 2019 Illinois State University

A Review Of The Biomathematics Program At Illinois State University: Benefits Of Pursuing A Graduate Degree At An Iba Institution, Alison Sifuentes, Aleksandra Majewski

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


A Model For Cross-Institutional Collaboration: Addressing Diminishing Resources In Academia, Claudia Kolakowski 2019 Illinois State University

A Model For Cross-Institutional Collaboration: Addressing Diminishing Resources In Academia, Claudia Kolakowski

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


Multidisciplinary Education And Research In Biomathematics For Solving Global Challenges, Padmanabhan Seshaiyer 2019 George Mason University

Multidisciplinary Education And Research In Biomathematics For Solving Global Challenges, Padmanabhan Seshaiyer

Annual Symposium on Biomathematics and Ecology: Education and Research

No abstract provided.


Grading For Growth: Using Sliding Scale Rubrics To Motivate Struggling Learners, Dina Mahmood, Hugo Jacobo 2019 Samueli Academy

Grading For Growth: Using Sliding Scale Rubrics To Motivate Struggling Learners, Dina Mahmood, Hugo Jacobo

Interdisciplinary Journal of Problem-Based Learning

In an effort to adopt more equitable and humanizing grading practices, this teacher inquiry explores how educators attempted to improve students’ views of learning and assessments by utilizing rubrics on a sliding scale. Using the sliding scale rubric approach to grading provided an opportunity for students and educators to rethink how learning is evaluated. The authors found that the logistics of using sliding scale rubrics as a grading tool does need to be refined and further evaluated; however, the belief that a student can receive a grade based on her or his individual starting point did have some positive implications ...


Developing A Theoretical Framework For Visualization-Based Pedagogical Content Knowledge (V-Pck) Based On Middle School Teachers’ Views And Uses Of Visualizations As An Instructional Tool, Jacqueline Samuel 2019 The University of Southern Mississippi

Developing A Theoretical Framework For Visualization-Based Pedagogical Content Knowledge (V-Pck) Based On Middle School Teachers’ Views And Uses Of Visualizations As An Instructional Tool, Jacqueline Samuel

Dissertations

Visualizations is a categorical term that is often used to provide visual imagery to the communication of processes, concepts, exemplar phenomena, and general information. Objects such as graphs, tables, diagrams, animations, and pictures fall in this category. Existing literature focuses primarily on the use of visualizations in the science field at the high school level, collegiate levels, and in pre-service teacher education programs. A gap in the literature exists which examines how science teachers at the middle school level perceive and use visualizations as instructional components in the classroom. The purpose of this study was to examine science teachers views ...


Completing The Square: From The Roots Of Algebra, Danny Otero 2019 Xavier University

Completing The Square: From The Roots Of Algebra, Danny Otero

Pre-calculus and Trigonometry

No abstract provided.


Geo-Baloo: Teaching Geometry Through Physical Activities, Mi Sun Park, Young Rae Kim, Eunhye Kwon 2019 Texas A&M University-San Antonio

Geo-Baloo: Teaching Geometry Through Physical Activities, Mi Sun Park, Young Rae Kim, Eunhye Kwon

Curriculum and Instruction Faculty Publications

No abstract provided.


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