ethanporcaro/eric-fulltext-meta huggingface dataset:
A Gender Study of High School Science Teachers in Rural Florida
Author: Butler, Susan M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Institutional Characteristics,Rural Schools,Secondary School Teachers,Secondary School Science,Science Teachers,Gender Differences,Low Achievement,High Achievement,Age Differences,Racial Differences,Ethnic Groups,Citizenship,Educational Attainment,Teacher Certification,Teacher Salaries,Teaching Experience,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Qualitative Research,Teaching Conditions,Case Studies,Observation,Interviews,Documentation,Content Analysis

The study compares faculty and school demographics in selected high school science classrooms to expand the research on women with careers in science. The classrooms are either situated in &quot;high need Local Education Agencies&quot; or the classrooms are situated in &quot;low-performing schools,&quot; as categorized by the Florida Department of Education. The teachers have been separated into gender groups which were then analyzed for demographic differences as age; race/ethnicity; citizenship; educational degrees; in-field or out-of-field teaching (certification areas); base salary; supplemental salary; and years of experience. All this information provides a snapshot of science teachers and science classrooms in rural northwestern Florida. The study analyzes data to determine gender differences in the professional/personal characteristics; duties; pay; preparation; and work environment of the science teachers participating in the study. Since these teachers work in low-performing schools and districts, one use of the data is to determine the extent to which these teachers differ from the state average. Another use of the data is to compare the work environment of male and female science teachers in rural northwestern Florida school districts.
The Science-Technology-Engineering-Mathematics (STEM) Initiative at Stephen F Austin State University
Author: Gruebel, Robert W.
Date: 2013-00-00
Type: Journal Articles
Subjects: STEM Education,Teacher Qualifications,Teacher Competencies,Capacity Building,Underachievement,Science Course Improvement Projects,Summer Science Programs,Teacher Educator Education,Master Teachers,Mathematics Teachers,Science Teachers,Enrichment Activities,Curriculum Enrichment,Educational Change,College School Cooperation,Program Implementation,Pedagogical Content Knowledge,Teaching Skills,Longitudinal Studies,Comparative Analysis,Feedback (Response),Elementary School Teachers,Secondary School Teachers,Teacher Improvement,Instructional Improvement,Student Improvement,Academic Achievement

The Texas statewide assessment of academic skills in 1997 indicated that &gt;55 % of the student population failed to master the mathematics objectives set by the test criteria and 42 % of the mathematics teachers at the secondary level in the East Texas region were categorized as underqualified to teach mathematics at that level. The issue of under-qualified teachers in the mathematics classroom was addressed and the National Science Foundation funded a program to qualify teachers at the middle (4-8) and secondary (8-12) levels. The urgency of the national call for reform in STEM education led SFASU to propose the Texas Middle and Secondary Mathematics Project (TxMSMP) designed to improve teacher capacity in mathematics and, in turn, impact student performance in mathematics in the grades 4- 12. Teachers in the TxMSMP were prepared as Texas Master Mathematics Teachers. Students within collaborating districts were engaged in summer Institutes led by TxMSMP teachers and the SFASU mathematics faculty. An increased awareness and involvement of college faculty in the professional development of teachers in all in STEM fields ensued. A graduate program designed for K-12 Mathematics teachers was offered. Successes achieved in Mathematics performance led to the development of similar programs to encourage and provide leadership in the fields of Physics, Engineering, Biology, Geology, and Chemistry. An increase in STEM competencies and an awareness of the need to recruit majors in STEM fields resulted. To accomplish this and widen the Stem pipeline, SFASU created the STEM Research and Learning Center. Faculty Research Engagement Grants enhance the ability of faculty to carry out basic research which engages undergraduates and secondary teachers in support of the over-all objective of bringing scientific and mathematical exploration to all student levels. Current efforts address the under-representation of women with degrees in STEM career fields.
Gender Differences in Promotion Experiences at Two Elite Private Liberal Arts Colleges in the United States
Author: Berheide, Catherine White
Date: 2013-00-00
Type: Journal Articles
Subjects: Gender Differences,Liberal Arts,Statistical Analysis,College Faculty,Women Administrators,Feedback (Response),Teacher Attitudes,Correlation,Disproportionate Representation,Faculty Promotion,Focus Groups,STEM Education,Surveys,Mentors,Salary Wage Differentials,Academic Rank (Professional)

In colleges and universities throughout the United States, women are underrepresented at the rank of full professor. This national pattern holds true at two highly selective small private liberal arts colleges in the Northeast, one formerly a men's college and the other formerly a women's college. Analysis of personnel data at the former women's college revealed that female full professors in the natural and social sciences, engineering, and mathematics (STEM) spent an average of a year longer as an associate professor than their male peers before their promotion. These women were also more likely than were men to have served as department chair or program director while an associate professor. This service delayed their promotion by an average of 2.5 years. In response to a survey of 143 associate and full professors at these two liberal arts colleges, the majority indicated that they were not getting feedback on their progress toward promotion to full professor and that their senior colleagues were not providing help. Analysis of variance showed that gender was associated with faculty perceptions of the promotion process at the former women's college but not the former men's college. Focus groups of STEM women at these two institutions revealed that this lack of feedback and lack of mentoring decreased the likelihood that they would apply for promotion to full professor. Analysis of salaries revealed a gender gap in wages at the former women's college that was greatest for full professors. If colleges and universities develop personnel procedures for providing feedback to associate professors about their progress toward meeting the standards for promotion to full professor, women would be more likely to be promoted in a timely manner.
Creativity and the Transformation of Higher Education: The Need for a Black Mountain College Approach
Author: Emanuel, Richard C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Creativity,Educational Change,Higher Education,Liberal Arts,Educational History,Experimental Colleges,Art Education,Alignment (Education),Motivation,College Curriculum,College Instruction,Student Evaluation

The need for increased creativity in education is currently being proposed in much innovative thinking on higher education as universities are forced to recreate themselves. There are four conditions facing higher education worldwide: alignment, motivation, connection, and direction. Higher education is characterized by a hierarchy of subjects and curricula that are fragmented and lacking connection. Grades and other extrinsic motivators typically used in school tend to dull thinking and block creativity. Today's students are the most technologically connected in history, yet conversation is being sacrificed for connection, compromising self-reflection. We are now moving to a right brain directed Conceptual Age which calls for the ability to make connections that have value. The need for an education through the arts has never been greater. The teaching example of the experimental Black Mountain College (BMC) of North Carolina from the 1930s to the 1950s is once again relevant with its dedication to educational and artistic experimentation, including cross-disciplinary collaboration and the fostering of individuality. A liberal arts education is again the example for the future as a directive to action, the development of character, and an education for life as an active citizen. There are specific and concrete things that can be done to emulate the Black Mountain approach individually, institutionally, and inter/nationally to transform curriculum, pedagogy, and assessment. The central position of the visual arts in a liberal arts education cannot be forgotten. Our emphasis must be on creative and active learning in the development of character.
Bullying in Elementary School: An American Perspective
Author: Conn, Kathleen
Date: 2013-00-00
Type: Journal Articles
Subjects: Bullying,Elementary School Students,Prevention,Program Effectiveness,Family Environment,Behavior Problems,Urban Areas,Poverty,Disabilities,Aggression,Antisocial Behavior,Intervention,State Legislation

Bullying in elementary schools is a recognized and widespread occurrence that threatens to rob children of their childhood. Part I of this commentary describes existing scientifically-based research on the nature, extent and effects of the phenomenon on children in United States schools. Part II analyzes the effectiveness of bullying prevention programs currently being adopted and implemented in the U.S. Part III describes and analyzes legislative and judicial responses to the problem. Finally, Part IV presents recommendations and strategies for taking action to prevent and reduce the incidences of bullying in elementary schools.
Teachers Can Learn to Attend to Students' Reasoning Using Videos as a Tool
Author: Maher, Carolyn A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Video Technology,State Standards,Problem Solving,Criticism,STEM Education,Task Analysis,Quasiexperimental Design,Preservice Teachers,Thinking Skills,Teaching Methods,Mathematics Instruction,Instructional Effectiveness,Knowledge Base for Teaching,Educational Change,Intervention,Mathematics Teachers,Preservice Teacher Education,Inservice Teacher Education

There is a need for research in STEM (science, technology, engineering, and mathematics) teacher education that addresses the challenge of building teachers' pedagogical skills in fostering the development of mathematical reasoning in students. The Common Core State Standards for Mathematics provide teachers with guidance on how to promote mathematical practices that emphasize reasoning and justification through problem solving and that encourage an exploration of viable strategies, through mathematical modeling and facilitating communication in the classroom, to critique mathematical arguments (National Governors Association, 2010). For many teachers, these kinds of mathematical practices may not be what they experienced as learners, and, therefore, it is not clear to them how to engage their students in ways that enact the new Standards of Mathematical Practices. The use of video clips of children thoughtfully engaged in doing mathematics offers a new lens through which to view student learning and brings forth a question that guides the authors' work: Does teacher study of certain videos improve their ability to recognize the variety of forms of reasoning used by the children? They have been conducting research in teacher education using the problem-solving tasks and videos from prior long-term research on the development of mathematical reasoning in students. This work is part of the Video Mosaic Collaborative, which also makes videos, tasks, and related resources available via the Internet (www.videomosaic.org). In this article, the authors report the results of quasi-experimental studies conducted over three years with pre- and in-service teachers. The underlying hypothesis was that a particular video collection can serve as a pedagogical tool for deepening teachers' awareness of how students' mathematical reasoning can emerge naturally through problem solving when appropriate conditions have been established in the learning environment (Maher, 2008). This hypothesis is premised on the notion that teachers' ability to recognize children's reasoning is likely essential for tackling the bigger challenge of subsequent change in teaching practice. Thus, the authors start to address that challenge by investigating their hypothesis about the pedagogical value of certain videos.
Where Is the &quot;E&quot; in STEM for Young Children? Engineering Design Education in an Elementary Teacher Preparation Program
Author: DiFrancesca, Daniell
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Engineering Education,Teacher Education Programs,Elementary School Teachers,Design,Methods Courses,Integrated Curriculum,Preservice Teacher Education,Program Evaluation

Science, Technology, Engineering, and Mathematics (STEM) education initiatives in the United States have surged as the demand for high-quality STEM education has escalated (Nadelson, Callahan, Pyke, Hay, &amp; Schrader, 2009; Parry, 2011). The goal of this article is to present a description of how one STEM-focused elementary teacher preparation program (K-5) incorporates &quot;engineering,&quot; the often-neglected component of STEM education, in an appropriate, meaningful, and substantial way. The authors begin with a discussion of engineering and the engineering design process that is incorporated in this STEM-focused elementary teacher preparation program. This is followed by a brief description of the program and its goals. Pertinent reflections from graduates of this program are included to exemplify the program goals. Finally, the authors conclude with a discussion of future research designed to evaluate the impact of this engineering component and provide recommendations for elementary teacher preparation programs that hope to expand their STEM focus.
The Dilemma of Excellence and Diversity
Author: Bonds, Crystal
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Special Schools,Educational Improvement,Improvement Programs,Change Strategies,Educational Practices,Educational Strategies,Academic Standards,Student Diversity,High Schools,Principals,School Administration,School Effectiveness,Governance,School Culture,Barriers

Crystal Bonds is Principal at The High School for Math, Science and Engineering at City College, New York, NY. During her three years as a new principal at one of New York City's eight specialized high schools, she found herself constantly wrestling with two challenges: (1) Maintaining the school's high academic standards; and (2) protecting the school's extraordinary diversity. She saw her overall mission as not only maintaining but even improving the school's academic excellence. This article outlines strategies that were used in order to accomplish this goal. One initiative described in the article includes a program in which sophomores select one of three major concentration tracks: Advanced Engineering, Mount Sinai Biomedical Research, or an accelerated mathematics strand. Each of those programs are detailed.
Developing Stem Talent among Diverse Learners
Author: Roberts, Julia Link
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Student Diversity,Science Achievement,Achievement Gap,Minority Group Students,Low Income Groups,At Risk Students,Barriers,Student Interests,Academic Achievement,Equal Education

Currently, the U.S. is not stacking up in educating students in STEM disciplines. &quot;America lags in providing top-level schooling in STEM fields…, and this may jeopardize future economic growth, job creation, and international competitiveness&quot; (Smarick, 2013, p. 12). International assessments of student performance, including the Program for International Student Assessment (PISA), show that students in other countries are outperforming U.S. students, especially in the STEM fields. In &quot;Mind the (Other) Gap: The Growing Excellence Gap in K-12 Education,&quot; Plucker, Burroughs, and Song (2010) introduced the term Excellence Gap to describe the growing gap between the percentages of children in diverse groups and other children scoring at advanced levels in mathematics and language arts. The Achievement Gap has highlighted differences between groups of children scoring at the level of proficiency, and the Excellence Gap does the same thing but uses the advanced level of achievement as the mark of excellence. They found that few children from low income families and few Hispanic and Black young people scored at the advanced levels on the National Assessment of Educational Progress (NAEP). The Excellence Gap also is evident in science scores (Burroughs, 2012). The Excellence Gap is so large as to be alarming; and, if something is not done about closing the Excellence Gap, it will not happen in the lifetime of current citizens. This article provides four strategies that the author believes can change the current situation: (1) Remove barriers to children being recognized as having the potential to perform at advanced levels; (2) Foster early interest in STEM topics among all children; (3) Provide support for young people who are interested in pursuing STEM topics much like a coach does to ensure continuing interest in a sport; and (4) Prepare young people to pursue academic work that is challenging as they develop study skills, persistence, and advanced academic skills.
Case Study of a Successful Educational Partnership: University of Illinois at Urbana-Champaign and the Illinois Mathematics and Science Academy
Author: DeVol, Dave
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Case Studies,College School Cooperation,High School Students,Alignment (Education),Student Attitudes,Student Surveys,Likert Scales,Science Education,Mathematics Education,Advanced Courses,Advanced Students,Chemistry

When the Illinois Mathematics and Science Academy (IMSA) was founded in 1985, the state of Illinois charged IMSA with two mandates: (1) &quot;The primary role of the Academy shall be to offer a uniquely challenging education for students talented in the areas of mathematics and science.&quot; (2) &quot;The Academy shall also carry a responsibility to stimulate further excellence for all Illinois schools in mathematics and science.&quot; The first mandate is fulfilled through IMSA's residential academy for talented high school students, and the second is fulfilled through outreach programs that serve students and educators throughout the state. In keeping with the second legislative mandate, a partnership between the University of Illinois at Urbana-Champaign (UIUC) and IMSA was formed. At that time, author, Dave DeVol, along with the other Advanced Chemistry (Ad Chem) teachers, were contemplating significant curriculum changes in Ad Chem. Those changes were proposed to make the Ad Chem curriculum more laboratory- and inquiry-based, and less like an AP Chemistry preparation course. A laboratory and inquiry based curriculum fits well within IMSA's philosophy and aligns with IMSA's Standards of Significant Learning (SSLs), (https://www3.imsa.edu/ learning/standards/ssls.php). The IMSA SSLs are a set of standards that value constructivism and students &quot;learning how to learn.&quot; They are not content-based but process based. While valuing the SSLs is important at IMSA, there is no denying that students and parents value AP scores. Thus, when DeVol spoke with IMSA's principal in the summer of 2008 about modifying the Ad Chem curriculum, he gave his support with the caveat that they fully explain the changes and the rationale to both parents and students (which was subsequently done at IMSA's &quot;Parent Day&quot;). Over the past three years, the Ad Chem teachers have collected and analyzed data on student views of the revised version of the Ad Chem course. Students were asked eight questions about the course and responded on a 5 point Likert scale (see Figure 1). Results overall have been very positive for learning attributes that are valued and that align with IMSA's Standards of Significant Learning, namely thinking and analyzing, making connections, constructivism, and classroom environment.
Using a Participant Pool to Gather Data in a Teacher Education Program: The Course of One School's Efforts
Author: Wiens, Peter D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Educational Change,Program Evaluation,Program Implementation,Data Collection,Accountability,Case Studies,Research Universities,Academic Achievement,Feasibility Studies

A decade ago, the Carnegie Corporation of New York, along with the Ford and Annenberg Foundations, undertook a reform initiative, Teachers for a New Era (TNE). The goal of the TNE was to &quot;stimulate construction of excellent teacher education programs at selected colleges and universities&quot;(Carnegie Corporation of New York, 2001, p. 1). As part of this project, one mid-Atlantic university designed and implemented a participant data pool (PDP) to collect and manage data on teacher education students. The purpose of the PDP was to use the data to better understand whether the teacher education program was, indeed, an excellent program and to further stimulate knowledge creation about teacher education and preservice teachers. Ten years later, it is now time to examine the implementation of a PDP. In reflecting on the creation of PDP, McNergney and Imig (2006) wondered whether it was feasible to conduct teacher education program evaluations within and across settings. To this end, this study sought to examine the implementation of the PDP over the past ten years and to address McNergney and Imig's question. Results indicate that it is feasible to create and manage teacher education data in a national research university. Use of the PDP by researchers has steadily grown over the past five years. Further, a research requirement, along with increased attention to the PDP, has led to increasingly high percentages of student participation in research activities. This effort has led to a database of information on more than 1,300 students over a five-year period. Nevertheless, this article noted the unequal use of the data for research purposes. While researchers have conducted multiple analyses on some measures in the PDP, other measures have not been used frequently for analysis. As data are continually collected through the PDP, further analysis can provide information on how teacher education students grow personally and how their conceptions of teaching change throughout the course of their program. It is equally important to continually assess the usefulness of each measure in the PDP while searching for other measures that might be incorporated into the data collection effort.