Scientific Literacy Matters: Using Literature to Meet Next Generation Science Standards and 21st Century Skills

Scientific literacy matters. It matters because it is vitally important to the education and development of America’s children, tomorrow\u27s workforce, and the keepers of our future. If the future of American individual decision making, engagement in civic and cultural affairs, and valuable contributions to economic development is to be protected, it is critical that American students become more scientifically literate than they are today. Today, most Americans, including students, are considered scientifically illiterate. Recognizing the need to develop and enhance scientific literacy (also known as science literacy), science educators have worked diligently at developing new science standards, new approaches to science teaching, and new techniques aimed at engaging students in the practice of science. In this article, the use of literature is discussed as one method to augment or supplement the teaching of science. In the context of making a literature selection, a new conceptual approach is proposed that includes attention to meeting the Next Generation Science Standards while being responsive to the importance of 21st Century Skills. Additionally, a Literary Assessment Tool is shared that demonstrates how science educators can evaluate a literary selection in terms of how well it will help them to enhance scientific literacy

Addressing the Principles for School Mathematics: A Case Study of Elementary Teachers Pedagogy and Practices in an Urban High-Poverty School

The extent to which four novice teachers assigned to an urban high-poverty school implemented the Principles of School Mathematics during their mathematics instruction program was investigated using a case study design. The research team conducted 36 unannounced observations of the participating teachers and utilized a developed assessment to guide their observations. Results indicated that only one teacher was judged proficient for all the principles. The remaining three teachers fell short in the implementation and direction of the principles. Detailed descriptions of the pedagogical practices of the teachers are provided

Increasing STEM Competence in Urban, High Poverty Elementary School Populations

Enhancing STEM competence (e.g., interests, knowledge, skills, and dispositions) among urban, high poverty, elementary school populations in the United States (U.S.) is and remains a growing national concern, especially since Science, Technology, Engineering and Mathematics (STEM) competence is and will continue to be a necessary requisite for gainful employment in the future, according to workforce development experts. In an attempt to address this gap, many urban elementary schools have begun to offer STEM-related programs to increase STEM learning at an early age. STEM competence (interest, knowledge, skills, and dispositions), however, remains low. This paper results in a matrix used to analyze children\u27s fictional literary selections and a model that argues that elementary teachers, as the first point of contact with young students, can affect STEM competence. By adopting a more culturally responsive pedagogy that attends to the 21st Century Learning Skills and the Next Generation Science Standards, teachers can choose literature that serves to excite and reinforce STEM learning

A Comparison Among Trained Facilitators, Face-to-Face, and On-Line Students\u27 on the Presence of Particular Behavioral Attributes Associated with Successful Urban Teaching

This study examined the degree of agreement between three trained facilitators’ interviews and preservice teachers’ self-evaluation on the presence of behavioral attributes associated with successful urban teaching. Using a quasi-experimental design research methodology, data for this investigation was collected from 29 preservice teacher candidates in both traditional and on-line environments who are enrolled in an urban, metropolitan, co-educational research university. The Star Teacher Selection Interview and the Urban Teacher Behavioral Self-Evaluation Assessment served as the measures for this investigation. Scores were compared using descriptive statistics. Findings revealed that the trained interviewers rated participants much lower on the seven behavioral attributes associated with successful urban teaching than did the participating subjects; and that, whether the assessments were conducted face-to-face or online, made no difference

Can Effective Urban Teachers Be Developed in an Online Environment?

The purpose of this investigation was to determine if an online Teacher Education Program course could assist in the development of effective urban teacher characteristics of preservice teachers. The Urban Teacher Selection Interview was used to assess seven midrange functions that determine the dimensions of effective urban teaching. Results communicated that although the preservice teachers gained essential knowledge and skills in regards to urban teaching, a link could not be established between specific urban online course activities and the development of effective urban teacher characteristics

Responding to the Needs of At-Risk Students in Poverty

A major challenge in the educational system today is improving the quality of instruction for urban students. Concentrated poverty, family instability, and early exposure to violence are but a few hardships typical of growing up in an urban environment. From an early age urban children are confronted with a series of obstacles in their attempts to meet academic, personal, and social success. Urban teachers need to be conscious of and understand the ecology of the environment that has a profound influence and impact on the urban child’s success in school. Additionally, urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices and methodologies that reduce the risks of school failure. In this article, we identify the external factors (outside of school) and internal factors (in school) that continuously place urban children at risk for academic failure. A profile of effective urban teachers who respond to these external and internal factors, and are culturally proficient is presented

Investigating Estimation: Influences of Time and Confidence of Urban Middle School Students

This study sought to determine the estimation processes used by 10 urban middle school students for solving computational estimation problems, and if there was a difference in the estimation processes utilized for straight computation and application problems. An adapted model of the Accessing Computational Estimation Test (ACE) was used to determine the estimation strategies employed by the subjects within timed and un-timed settings. Qualitative methods were used to analyze the data. The timed ACE tests were administered using an interview format and included computation and application problems. The findings indicated that there were no differences in estimation processes for straight computation and application problems; however, students performed better on timed tests for application problems

Scientific Literacy Matters: Using Literature to Meet Next Generation Science Standards and 21st Century Skills

Scientific literacy matters. It matters because it is vitally important to the education and development of America’s children, tomorrow's workforce, and the keepers of our future. If the future of American individual decision making, engagement in civic and cultural affairs, and valuable contributions to economic development is to be protected, it is critical that American students become more scientifically literate than they are today. Today, most Americans, including students, are considered scientifically illiterate. Recognizing the need to develop and enhance scientific literacy (also known as science literacy), science educators have worked diligently at developing new science standards, new approaches to science teaching, and new techniques aimed at engaging students in the practice of science. In this article, the use of literature is discussed as one method to augment or supplement the teaching of science. In the context of making a literature selection, a new conceptual approach is proposed that includes attention to meeting the Next Generation Science Standards while being responsive to the importance of 21st Century Skills. Additionally, a Literary Assessment Tool is shared that demonstrates how science educators can evaluate a literary selection in terms of how well it will help them to enhance scientific literacy

Addressing Urban High-Poverty School Teacher Attrition by Addressing Urban High Poverty School Teacher Retention: Why Effective Teachers Perservere

Recruiting and retaining quality teachers specific for high-poverty schools in urban areas is a national concern, especially in light of the No Child Left Behind federal legislation. The educational realities, detrimental effects of poverty, and human despair that often depress low-income communities can prove to be quite overpowering for many teachers new to the profession and significantly contribute to high levels of teacher absenteeism, attrition rates, and teacher shortages. Examining this issue through a new lens, that being through the eyes of effective urban high-poverty school educators, has the potential to spark spirited conversations and debates among policy makers and educators alike so that significant polices and efforts can be developed and implemented. Therefore, the intent of this study was to develop a profile of high-quality educators who remain in urban high-poverty schools within a large metropolitan school district, and identify the indicators that influence them to remain. The results indicated that teachers who are African American, older, and more experienced define the profile of teachers most likely to remain beyond the first three years in this demanding setting. Additionally, these teachers reported that they remain because they believe they are well suited for teaching in high-poverty schools. Unless more attention is given to teacher retention, and why some educators are successful and persevere in even the most hard-to-staff schools, teacher attrition will continue to be a national concern

Connecting with the Caribbean

Teaching and learning mathematics can be a universal language. Our session will focus on the collaborative efforts of Old Dominion University and the Caribbean schools on the islands of St. Kitts, Dominica, Nevis and Anguilla in order to provide professional development learning opportunities in the area of mathematics. Specifically, the learning opportunity sessions concentrate on the use of manipulatives to teach conceptual understandings of mathematical ideals for the participating Caribbean schools and teachers. Preliminary data will be presented and discussed that includes the technical process, teacher understanding and participation, and mathematics self-efficacy