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Author: Stephen D. Marquis
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 340
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Book Description
Author: Stephen D. Marquis
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 340
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Book Description
Author: Jennifer A. McSweeney
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 158
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Book Description
Teachers play a critical role when it comes to impacting student achievement. As a result, quality of teachers is an issue that is being addressed through continuing professional development. Even with this emphasis, current professional development is perceived by teachers as being ineffective and lacking in relevance to student and teacher needs. However, research-based professional development practices do exist, and this study sought to explore which of these features teachers perceive to be effective within the learning experiences of lesson study, book study, and peer observations. Additionally, self-efficacy can affect teacher impact on student achievement. Four sources of efficacy contribute to feelings of confidence and can be embedded within professional development activities. Two research questions were asked in this study: Do teachers perceive lesson study, peer observations, and book study as effective forms of professional development? What are teacher perceptions of their own self-efficacy following an academic year of professional development? This qualitative study used interviews, focus group meetings, teacher journals, and field notes to answer the questions after teachers engaged in an action research cycle that included a professional development activity of their choosing. Results revealed that teachers find value in learning that includes ongoing time to learn, meaningful collaboration with peers, and teacher choice. Teachers also benefit from the self-efficacy sources of mastery experience and emotional arousal. Recommendations of this study include protecting time for teacher learning and linking it to teacher evaluation and providing teachers with opportunism to experience sources of efficacy within their learning activities.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309499429
Category : Education
Languages : en
Pages : 261
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Book Description
Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.
Author:
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 209
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Book Description
Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P -12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivation as it taps into their curiosity toward how things work, and it also prepares them for secondary science courses. Successful STEM education is often constrained by elementary teachers' low perception of self-efficacy to teach science and engineering. Elementary teachers with low self-efficacy in science are more likely to spend less instructional time teaching science, which suggests that teachers with little to no training in engineering might avoid teaching this topic. Therefore, the purpose of this study was twofold: (a) to examine the effects of engineering professional development on elementary (K-6) teachers' content and pedagogical content knowledge (PCK) and perceptions of self-efficacy to teach engineering, and (b) to identify and explain sources influencing self-efficacy. Professional development was conducted in a metropolitan area in the Pacific Northwest. Results revealed that after the engineering professional development, teachers experienced statistically significant gains in content, PCK, and self-efficacy to teach engineering. Increases in self-efficacy were mainly attributed to mastery experiences and cultivation of a growth mindset by embracing the engineering design process.
Author: Somi Devi M. Akella
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 242
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Book Description
In 2012, the National Research Council introduced the Next Generation Science Standards (NGSS), which were created to improve the K-12 education in the U.S. and stress the importance of providing professional development (PD) to acquire the knowledge, skills, and self-efficacy to design lessons to meet high standards of teaching and learning. Bandura's (1977) theory of self-efficacy posits that people are motivated to perform an action if they are confident that they can perform the action successfully. The purpose of this survey research was to investigate the impact of professional development on the self-efficacy of science teachers with regard to the NGSS practice of Analyzing and Interpreting Data as well as to probe teachers’ perceptions of barriers to their self-efficacy in applying this practice. The study found that focused and targeted PD helped improve participants’ self-efficacy in incorporating the NGSS practices and addressed several barriers to teacher self-efficacy. In response to findings, Akella’s Science Teaching Efficacy Professional Development (ASTEPD) model is proposed as a tool to guide PD practice and, thus, helps improve teacher self-efficacy.
Author: National Research Council
Publisher: National Academies Press
ISBN: 030914471X
Category : Education
Languages : en
Pages : 595
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Book Description
Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.
Author: Richard P. Lipka
Publisher: SUNY Press
ISBN: 9780791440155
Category : Education
Languages : en
Pages : 252
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Book Description
Reflects some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points.
Author: Trainer B. Kern
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Despite the vast existing body of research on professional development and student achievement, little is known about how teachers' perceptions of professional development relate to other aspects of their classroom effectiveness. This research attempted to link elementary teachers' assessment of the quality of professional development, need for professional development and collective teacher efficacy with student achievement at their school. This research also examined the possible influence that teachers' number of years of experience, and their staying or leaving the teaching profession, have on their perceptions in relationship to student achievement. This quantitative study used secondary data analysis from the Measures of Effective Teaching (MET) Working Condition Survey and state achievements tests (2009-2010). The correlation with individual and school-level outcomes showed quality of professional development and collective teacher efficacy as the strongest relationship, though teachers' perceptions at the school level were linked with student achievement. When teachers were placed in subgroups based on years of teaching and professional development impact on student learning, correlations between quality of professional development scale means, sum of professional development needs and collective faculty efficacy means were statically significant in each subgroup. However, using the Fisher r to z transformation, tests of the difference between two independent variables showed no strength in their relationships. Finally, elementary teachers who remained at their schools outperformed teachers who chose to leave the profession. Future research should focus on which specific types of professional development are essential to classroom teachers' needs.
Author: Karen Gunlikson Hart
Publisher:
ISBN:
Category :
Languages : en
Pages : 362
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Book Description
Author: Kelly L. Ficklin
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 117
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Book Description
