20 research outputs found
Exploring career change transitions through a dialogic conceptualization of science teacher identity
Research into the construct of science teacher identity has gained momentum over the past decade in an effort to achieve a more comprehensive, holistic understanding of teacher learning and development. As yet few studies have examined the unique identity challenges of science teacher career changers. Akkerman and Meijerâs (2011) dialogical approach to the conceptualization of teacher identity informed this longitudinal, qualitative study exploring the different identity aspects, or I-positions, of two individuals who had changed careers to teach high-school biology. The study identified moments of disequilibrium experienced by the participants and explored how they each eventually restored equilibrium. Analysis included tabulation of data using preliminary categories of multiplicity and unity, discontinuity and continuity, social and individual, and the participantsâ internal negotiations. Findings revealed various I-positions and the disequilibrium that resulted as competing I-positions emerged during participantsâ transition to a new career in teaching. However, there was also a common theme of participants eventually integrating these competing I-positions in an effort to find unity and continuity. The need for teacher preparation programs to support career changers in negotiating I-position conflicts such that they do not become insurmountable is discussed. Implications of depicting identity from a developmental perspective are offered for teacher preparation programs as well as teacher education research
School Science Capacity: A Study of Four Urban Catholic Grade Schools
Working from the view of schools as a system, and of school improvement as an ongoing journey (Hallinger & Heck, 2011; Jackson, 2000), this study investigated the perspectives of teacher leaders and principals from four metropolitan Catholic grade schools engaged in efforts to improve their school science programs. Built upon existing conceptualizations of school capacity, a model of school science capacity is presented and used as a framework for the development of four case studies. Findings gleaned from collecting and analyzing reports of teacher leadersâ and principalsâ interpretations of their school systems illustrate how elements of the school science capacity framework interacted to support and at times constrain, the schoolsâ science improvement efforts. Implications for Catholic school educators, administrators, and researchers who seek to make science a priority, and build school science capacity, are discussed.
CapacitĂ© scientifique Ă lâĂ©cole : une Ă©tude menĂ©e dans quatre Ă©coles primaires catholiques en milieu urbain
Partant du concept que les Ă©coles constituent un systĂšme et que leur amĂ©lioration est une quĂȘte perpĂ©tuelle (Hallinger & Heck, 2011; Jackson, 2000), cette enquĂȘte Ă©tudie sur les points de vue des responsables enseignants et chefs dâĂ©tablissement de quatre Ă©coles secondaires catholiques mĂ©tropolitaines qui ont entrepris dâamĂ©liorer les programmes scientifiques dans leurs Ă©coles. Elle dĂ©crit un modĂšle de capacitĂ© scientifique pour lâĂ©cole, basĂ© sur les conceptualisations existantes sur les capacitĂ©s des Ă©coles, et lâutilise comme cadre pour la prĂ©sentation de quatre Ă©tudes de cas. Les constations tirĂ©es de lâanalyse des rapports Ă©tablis par les responsables enseignants et chefs dâĂ©tablissement qui ont interprĂ©tĂ© leurs systĂšmes scolaires illustrent de quelle maniĂšre des Ă©lĂ©ments du cadre de la capacitĂ© scientifique des Ă©coles interagissent pour soutenir, et parfois restreindre, les actions menĂ©es par les Ă©coles pour amĂ©liorer lâenseignement des sciences. Cette Ă©tude discute des implications pour les Ă©tablissements dâenseignement, les administrateurs et chercheurs catholiques qui essaient de donner la prioritĂ© aux sciences.
Capacidad cientĂfica de las escuelas: Estudio de cuatros escuelas catĂłlicas urbanas
Al trabajar desde la perspectiva de las escuelas como sistema y de la mejora escolar como un proyecto en transcurso (Hallinger & Heck, 2011; Jackson, 2000), el presente estudio investiga las perspectivas de docentes lĂderes y directores de cuatro escuelas catĂłlicas metropolitanas involucradas en esfuerzos para mejorar sus programas escolares de ciencias. Este estudio presenta y emplea un modelo de capacidad cientĂfica en las escuelas como marco para el desarrollo de cuatro estudios de casos. Los resultados obtenidos de la recopilaciĂłn y del anĂĄlisis de las interpretaciones de los informes de docentes lĂderes y directores de sus sistemas escolares ilustran cĂłmo elementos del marco de capacidad cientĂfica de la escuela interactuaban para apoyar y a veces restringir los esfuerzos de mejora cientĂfica de las escuelas. AsĂ mismo, el presente trabajo discute implicaciones para la educaciĂłn en escuelas catĂłlicas, personal directivo e investigadores que intentan convertir las ciencias en una prioridad y construir una capacidad cientĂfica en las escuelas
Partnering for Engineering Teacher Education
The aim of this article is to describe a specific approach to preparing elementary teacher candidates to teach engineering through a field-based undergraduate course that incorporates various engineering experiences. First, candidates visit a childrenâs museum to engage in engineering challenges and reflect on their experiences as learners as well as teachers. The majority of course sessions occur on-site in a neighborhood elementary school with a dedicated engineering lab space and teacher, where candidates help facilitate small group work to develop their own understandings about engineering and instructional practices specific to science and engineering. Candidates also have the option to attend the elementary schoolâs Family STEM Night which serves as another example of how informal engineering experiences can complement formal school-day experiences as well as how teachers and schools work with families to support childrenâs learning. Overall, candidates have shown increased confidence in engineering education as demonstrated by quantitative data collected through a survey instrument measuring teacher beliefs regarding teaching engineering self-efficacy. The survey data was complemented by qualitative data collected through candidatesâ written reflections and interviews. This approach to introducing elementary teacher candidates to engineering highlights the value of a) capitalizing on partnerships, b) immersing candidates as learners in various educational settings with expert educators, c) providing opportunities to observe, enact, and analyze the enactment of high-leverage instructional practices, and d) incorporating opportunities for independent and collaborative reflection
Cultural Institutions as Partners in Initial Elementary Science Teacher Preparation
Despite an increased recognition of the role that âinformalâ learning spaces (e.g. museums, aquariums, other cultural institutions) have in childrenâs science education (NRC, 2015), there remains a gap between the goals and values of âinformalâ and âformalâ (i.e. school-based) learning sectors. Moreover, the potential for informal spaces and institutions to also play a role in initial teacher preparation is only beginning to be realized. Here, we present our Science Teacher Learning Ecosystem model and explain how it frames the design of our elementary science teacher education coursework. We then use this framework to describe learning experiences that are collaboratively planned and implemented with two local museums. These course sessions engage teacher candidates as science learners and develop abilities and mindsets for bridging formal and informal teaching and learning divides. Readers are encouraged to think about their unique context and the out-of-school partners available to collaborate with, be it museums similar to those described here or parks, after-school programs, gardens, etc
Teaching, Learning and Leading with Schools and Communities: Preparing Sophisticated, Reflective, and Resilient Elementary STEM Educators
Loyola University Chicagoâs Teaching, Learning and Leading with Schools and Communities (TLLSC) program is an ambitious break from traditional, university-based teacher preparation models. This clinically-based initial teacher preparation program, fully embedded in local schools and community organizations, takes an ecological perspective on the development of sophisticated, reflective, and resilient elementary science educators who are able to prepare and inspire students and act as agents of change in their schools. This paper describes how TLLSC leverages time for science across elementary teacher candidatesâ entire program through an emphasis on practitioner inquiry and integrated (inter- and trans-disciplinary) teaching and learning. TLLSCâs innovative approach is designed to foster STEM habits of mind, integrate scientific practices, and support candidatesâ ongoing self-examination of personal and social applications of science for themselves and their future students
Teaching, Learning, and Leading with Schools and Communities: One Urban University Re-Envisions Teacher Preparation for the Next Generation
Ultimately, the national goals of improving learning outcomes for all students and reducing, if not eliminating, the achievement gap require a teaching corps that brings knowledge and professional competencies to have positive impacts on diverse learners in diverse settings (GĂĄndara & Maxwell-Jolly, 2006). As central actors in schools, teachers have the greatest impact on student achievement (Cochran-Smith & Fries, 2005). Nevertheless, due to varied challenges of preparing high-quality teachers within the context of traditional schools of education, preparation programs have yet to consistently and comprehensively produce teachers who accomplish these outcomes (Ball & Forzani, 2009; Larabee, 2004, 2010). While substantive reform and evidence of improved teacher education emerges (Ball & Forzani, 2009, 2010; Zumwalt & Craig, 2005), systemic change that contributes to better pre-kindergarten-through-twelfth-grade (PK-12) student outcomes remains elusive (Darling-Hammond, 2010)
Rationale and Design of a Randomized, Double-Blind, Placebo Controlled Multicenter Trial to Study Efficacy, Security, and Long Term Effects of Intermittent Repeated Levosimendan Administration in Patients with Advanced Heart Failure: LAICA study
Clarifying and Capturing âTrustâ in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement
Science education reform may fall short of its potential to reduce educational disparities if the challenges are interpreted using strictly reductionist approaches. Taking a cue from school effectiveness research and reframing our approach using systems thinking, this study examined school-level variables associated with equitable science achievement. In particular, this study explores the concept of trust in relation to science education. Building upon a substantial body of research literature, we offer reïŹned conceptualizations of schoolwide trust along with the ïŹndings that trust ïŹuctuates according to the type of interpersonal relationship, that teacher views of the school principalâs trustworthiness are considerably more variable than views of fellow teachersâ trustworthiness, and that schoolwide science achievement is associated with perceptions of the school principalâs trustworthiness. This study supports the view that trustworthy professional relationships are one of several complementary organizational resources that promote effective and equitable science education. Moreover, our study identiïŹed aspects of school trust corresponding to school-level student science outcomes, and these differed from results reported elsewhere for math and reading/language-arts achievement
Examining Elementary School Science Achievement Gaps Using an Organizational and Leadership Perspective
There is the tendency to explain away successful urban schools as indicative of the heroic efforts by a tireless individual, effectively blaming schools that underperform for a lack of grit and dedication. This study reports the development of a research instrument (School Science Infrastructure, or SSI) and then applying that tool to an investigation of equitable science performance by elementary schools. Our efforts to develop a science-speciïŹc instrument to explore associations between school-level variables and equitable science performance are informed by James Colemanâs tripartite notion of social capital: the âwealthâ of organizations is encompassed within their social norms, informational channels, and reciprocating relationships. Grounded in school effectiveness research and social capital theory, the instrument that we report on here is a valid and reliable tool to support meso-level investigations of factors contributing to school variations in science achievement