Environmental discourses in science education, 2019
With the movement towards attracting today’s young learners to STEM by emphasizing the arts and h... more With the movement towards attracting today’s young learners to STEM by emphasizing the arts and humanities in K-12 education, now reconceptualized as “STEAM,” how might we ensure that STEAM instruction does not follow the limited success of STEM? One way forward is to understand the process, challenges, and successes that teachers face when approaching STEAM teaching. We explore the process of designing and enacting STEAM curricula in rural and urban middle schools in the Southeastern USA in order to inform educators. After middle school teachers participated in professional development and in-school support throughout the academic year, we analyzed data from 4 years of research to determine how teachers negotiated STEAM instruction within the complexity of schooling. Our data included observations of STEAM lessons, surveys, teachers’ journal entries, teacher-designed STEAM teaching units, and participant interviews from 48 teachers across 15 middle schools. Using these data, we then developed an instructional model to help teachers in designing effective STEAM instruction. We identify various successes and challenges in classrooms where STEAM instruction was implemented. Specifically, these included creating relevant, problem-based scenarios, approaching transdisciplinary teaching, inclusion of the arts and humanities, meaningful technology integration, and negotiating standards and assessment in rigid school environments. By highlighting these successes and challenges from participants engaged in STEAM teaching, we suggest effective STEAM pathways for researchers, teacher educators, and practitioners.
Journal of Special Education Technology, May 28, 2022
Over the past decade, schools have adopted videos as a medium to augment positive behavior interv... more Over the past decade, schools have adopted videos as a medium to augment positive behavior interventions and support (PBIS) programming. This approach engages various stakeholders in the development and use of PBIS videos. Subsequently, most PBIS videos are created based on existing school data (e.g., office discipline referrals) and expectation matrices. However, specifics about video content and creation mediums (e.g., acting, song, poster, pictures) are unknown. Therefore, we identified 238 videos and coded each for the format, type of video, and PBIS elements. We found videos are (a) created using several different mediums and (b) typically intended for students (as well as faculty and staff). We identified strengths (e.g., clear, and positive language) and weaknesses (e.g., lack of closed captioning). We discuss considerations for creating PBIS videos, limitations, and directions for future inquiry.
This case uses a worked or ‘working example ’ model (Gee, 2010), documenting the implementation o... more This case uses a worked or ‘working example ’ model (Gee, 2010), documenting the implementation of a novel game design curriculum in the United States. Created by an Instructional Technology Administrator (ITA) and two classroom teachers, it was subsequently offered to high school students. With an aim of providing in-depth understanding of conditions necessary to bring game design experiences to classrooms, the research describes the context while revealing processes and instructor perceptions of the experience. Data collection and analysis in this working example include observation, teacher interviews, student surveys, and artifacts intended to make thinking and practices overt while inviting scholarly conversation around the curriculum’s successes and failures. Drawing on a previous case focused on initial course planning and early implementation (Herro, 2013), this paper advances insight regarding the process of moving game design into schooling and concludes with a discussion ...
Purpose This paper aims to broaden the conversation regarding STEAM by investigating the new form... more Purpose This paper aims to broaden the conversation regarding STEAM by investigating the new form of education. The novelty of science, technology, engineering, art and mathematics (STEAM) instruction in K-12 classrooms means few cases of STEAM teaching are documented in depth. Design/methodology/approach As part of a larger multi-year study researching STEAM teaching practices in 14 middle school classrooms in the southeastern USA, the article first summarizes prior research findings and then presents ideas for higher education and K-12 researchers to consider when incorporating STEAM teaching in pre-service education, professional development and in classrooms. Then, the authors use a second-order narrative approach to describe three cases of teachers enacting STEAM practices in classrooms. Findings Drawing on the notion of “remixing” education in the context of STEAM, the authors show how each teacher alters existing practices, instead of offering entirely new instruction, as the...
This research involves a multi-year study examining the perspectives and classroom practices of 2... more This research involves a multi-year study examining the perspectives and classroom practices of 21 middle school mathematics and science teachers, in the southeastern United States, participating in professional development (PD) exploring science, technology, engineering, art and mathematics (STEAM) literacies. This study sought to understand teachers' perceptions and practices before and after a PD in which STEAM integration was explored through project-based learning involving the political, social, economical, environmental and historical context of a local river. Participants used digital media as a means of communicating and collaborating with peers and mentors, collecting and analyzing data, and creating and sharing projects. Results suggest teachers increased their understanding of STEAM to teach content and perceived the STEAM PD as an effective initial step to change practice, citing the importance of collaboration and technology integrated directly into the learning process. Implications from this study offer other teacher educators valuable considerations towards developing successful STEAM PD to effect successful STEAM teaching.
In response to a desire to strengthen the economy, educational settings are emphasizing science, ... more In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.
... of Contents. Authors. Danielle Herro, University of Wisconsin, Madison, USA;Stephanie Leonard... more ... of Contents. Authors. Danielle Herro, University of Wisconsin, Madison, USA;Stephanie Leonard-Witte, Oconomowoc Area Schools, USA; Carl Owens, Tennessee Technological University, USA. Abstract. Abstract: This panel ...
Abstract: This paper reports the findings from a multi-case study of Web 2.0 technologies integra... more Abstract: This paper reports the findings from a multi-case study of Web 2.0 technologies integrated in two 8th grade technology elective classrooms in the Midwest. After reviewing literature suggesting (1) students online practices outside of school are significantly social, meaningful, and markedly different than opportunities afforded in school, (2) teacher attitudes and perspectives toward technology matter, and (3) socio-constructivist theories on learning can guide the interplay between technologies and high-level learning, the study investigated student practices and teacher perspectives after participating in a curriculum rich in Web 2.0 technologies. The combination of the curriculum’s tools, research-design cycle, and socio-constructivist framework proved successful in terms of high-level learning, satisfaction, and feelings of value by teachers and students. This study concludes educators augmenting instruction to simulate social media practices used by adolescents, within similar frameworks, may facilitate complex learning.
Society for Information Technology & Teacher Education International Conference, Mar 2, 2015
This paper discusses the experiences of a researcher and teacher educator (RTE) participating in ... more This paper discusses the experiences of a researcher and teacher educator (RTE) participating in a faculty-in-residence program in a newly opened STEAM middle school in the south. The goal of the school-university partnership was to increase digital media and learning (DML) experiences for teachers and their students. Case study research is used to describe the structure, communication, planning, teachers’ perceptions, and lessons learned as a means for considering similar school-university partnerships. Planning, observing, co-teaching, and offering responsive professional development provided ongoing, job-embedded support. A majority of the teachers perceived the partnership as valuable towards increasing technology comfort and use with their students, and one-third enacted new DML pedagogical approaches with their students. This study suggests similar partnerships may offer reciprocal benefits for classroom teachers and future teacher preparation programs and K-12 schools.
Journal of Digital Learning in Teacher Education, 2016
This article describes findings from a faculty-in-residence program at a Southern middle school i... more This article describes findings from a faculty-in-residence program at a Southern middle school in the United States. The goal of the school-university partnership was to increase digital media and learning (DML) integration in classrooms and provide the university with contextualized experiences to strengthen its teacher education programs. Mixed-method research is used to describe the process and understand teachers' perceptions of the experience. Eleven of 20 participating teachers developed an ongoing relationship with the faculty resident, finding the partnership valuable toward increasing technology use with their students and believing it led to enacting new DML pedagogical approaches and integrating new digital tools. Results also demonstrate significantly larger positive impacts on senior teachers than on junior teachers toward changing perceptions regarding the usefulness of digital media to assist them in efficiently delivering instruction. This study informs teacher educators and suggests similar partnerships may benefit partnering schools.
Environmental discourses in science education, 2019
With the movement towards attracting today’s young learners to STEM by emphasizing the arts and h... more With the movement towards attracting today’s young learners to STEM by emphasizing the arts and humanities in K-12 education, now reconceptualized as “STEAM,” how might we ensure that STEAM instruction does not follow the limited success of STEM? One way forward is to understand the process, challenges, and successes that teachers face when approaching STEAM teaching. We explore the process of designing and enacting STEAM curricula in rural and urban middle schools in the Southeastern USA in order to inform educators. After middle school teachers participated in professional development and in-school support throughout the academic year, we analyzed data from 4 years of research to determine how teachers negotiated STEAM instruction within the complexity of schooling. Our data included observations of STEAM lessons, surveys, teachers’ journal entries, teacher-designed STEAM teaching units, and participant interviews from 48 teachers across 15 middle schools. Using these data, we then developed an instructional model to help teachers in designing effective STEAM instruction. We identify various successes and challenges in classrooms where STEAM instruction was implemented. Specifically, these included creating relevant, problem-based scenarios, approaching transdisciplinary teaching, inclusion of the arts and humanities, meaningful technology integration, and negotiating standards and assessment in rigid school environments. By highlighting these successes and challenges from participants engaged in STEAM teaching, we suggest effective STEAM pathways for researchers, teacher educators, and practitioners.
Journal of Special Education Technology, May 28, 2022
Over the past decade, schools have adopted videos as a medium to augment positive behavior interv... more Over the past decade, schools have adopted videos as a medium to augment positive behavior interventions and support (PBIS) programming. This approach engages various stakeholders in the development and use of PBIS videos. Subsequently, most PBIS videos are created based on existing school data (e.g., office discipline referrals) and expectation matrices. However, specifics about video content and creation mediums (e.g., acting, song, poster, pictures) are unknown. Therefore, we identified 238 videos and coded each for the format, type of video, and PBIS elements. We found videos are (a) created using several different mediums and (b) typically intended for students (as well as faculty and staff). We identified strengths (e.g., clear, and positive language) and weaknesses (e.g., lack of closed captioning). We discuss considerations for creating PBIS videos, limitations, and directions for future inquiry.
This case uses a worked or ‘working example ’ model (Gee, 2010), documenting the implementation o... more This case uses a worked or ‘working example ’ model (Gee, 2010), documenting the implementation of a novel game design curriculum in the United States. Created by an Instructional Technology Administrator (ITA) and two classroom teachers, it was subsequently offered to high school students. With an aim of providing in-depth understanding of conditions necessary to bring game design experiences to classrooms, the research describes the context while revealing processes and instructor perceptions of the experience. Data collection and analysis in this working example include observation, teacher interviews, student surveys, and artifacts intended to make thinking and practices overt while inviting scholarly conversation around the curriculum’s successes and failures. Drawing on a previous case focused on initial course planning and early implementation (Herro, 2013), this paper advances insight regarding the process of moving game design into schooling and concludes with a discussion ...
Purpose This paper aims to broaden the conversation regarding STEAM by investigating the new form... more Purpose This paper aims to broaden the conversation regarding STEAM by investigating the new form of education. The novelty of science, technology, engineering, art and mathematics (STEAM) instruction in K-12 classrooms means few cases of STEAM teaching are documented in depth. Design/methodology/approach As part of a larger multi-year study researching STEAM teaching practices in 14 middle school classrooms in the southeastern USA, the article first summarizes prior research findings and then presents ideas for higher education and K-12 researchers to consider when incorporating STEAM teaching in pre-service education, professional development and in classrooms. Then, the authors use a second-order narrative approach to describe three cases of teachers enacting STEAM practices in classrooms. Findings Drawing on the notion of “remixing” education in the context of STEAM, the authors show how each teacher alters existing practices, instead of offering entirely new instruction, as the...
This research involves a multi-year study examining the perspectives and classroom practices of 2... more This research involves a multi-year study examining the perspectives and classroom practices of 21 middle school mathematics and science teachers, in the southeastern United States, participating in professional development (PD) exploring science, technology, engineering, art and mathematics (STEAM) literacies. This study sought to understand teachers' perceptions and practices before and after a PD in which STEAM integration was explored through project-based learning involving the political, social, economical, environmental and historical context of a local river. Participants used digital media as a means of communicating and collaborating with peers and mentors, collecting and analyzing data, and creating and sharing projects. Results suggest teachers increased their understanding of STEAM to teach content and perceived the STEAM PD as an effective initial step to change practice, citing the importance of collaboration and technology integrated directly into the learning process. Implications from this study offer other teacher educators valuable considerations towards developing successful STEAM PD to effect successful STEAM teaching.
In response to a desire to strengthen the economy, educational settings are emphasizing science, ... more In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.
... of Contents. Authors. Danielle Herro, University of Wisconsin, Madison, USA;Stephanie Leonard... more ... of Contents. Authors. Danielle Herro, University of Wisconsin, Madison, USA;Stephanie Leonard-Witte, Oconomowoc Area Schools, USA; Carl Owens, Tennessee Technological University, USA. Abstract. Abstract: This panel ...
Abstract: This paper reports the findings from a multi-case study of Web 2.0 technologies integra... more Abstract: This paper reports the findings from a multi-case study of Web 2.0 technologies integrated in two 8th grade technology elective classrooms in the Midwest. After reviewing literature suggesting (1) students online practices outside of school are significantly social, meaningful, and markedly different than opportunities afforded in school, (2) teacher attitudes and perspectives toward technology matter, and (3) socio-constructivist theories on learning can guide the interplay between technologies and high-level learning, the study investigated student practices and teacher perspectives after participating in a curriculum rich in Web 2.0 technologies. The combination of the curriculum’s tools, research-design cycle, and socio-constructivist framework proved successful in terms of high-level learning, satisfaction, and feelings of value by teachers and students. This study concludes educators augmenting instruction to simulate social media practices used by adolescents, within similar frameworks, may facilitate complex learning.
Society for Information Technology & Teacher Education International Conference, Mar 2, 2015
This paper discusses the experiences of a researcher and teacher educator (RTE) participating in ... more This paper discusses the experiences of a researcher and teacher educator (RTE) participating in a faculty-in-residence program in a newly opened STEAM middle school in the south. The goal of the school-university partnership was to increase digital media and learning (DML) experiences for teachers and their students. Case study research is used to describe the structure, communication, planning, teachers’ perceptions, and lessons learned as a means for considering similar school-university partnerships. Planning, observing, co-teaching, and offering responsive professional development provided ongoing, job-embedded support. A majority of the teachers perceived the partnership as valuable towards increasing technology comfort and use with their students, and one-third enacted new DML pedagogical approaches with their students. This study suggests similar partnerships may offer reciprocal benefits for classroom teachers and future teacher preparation programs and K-12 schools.
Journal of Digital Learning in Teacher Education, 2016
This article describes findings from a faculty-in-residence program at a Southern middle school i... more This article describes findings from a faculty-in-residence program at a Southern middle school in the United States. The goal of the school-university partnership was to increase digital media and learning (DML) integration in classrooms and provide the university with contextualized experiences to strengthen its teacher education programs. Mixed-method research is used to describe the process and understand teachers' perceptions of the experience. Eleven of 20 participating teachers developed an ongoing relationship with the faculty resident, finding the partnership valuable toward increasing technology use with their students and believing it led to enacting new DML pedagogical approaches and integrating new digital tools. Results also demonstrate significantly larger positive impacts on senior teachers than on junior teachers toward changing perceptions regarding the usefulness of digital media to assist them in efficiently delivering instruction. This study informs teacher educators and suggests similar partnerships may benefit partnering schools.
EdWeek hosted Edchat: How can practicing teachers, and others who are planning to join the profes... more EdWeek hosted Edchat: How can practicing teachers, and others who are planning to join the profession, conquer their lack of familiarity or downright fear of technology and become adept at using digital tools in the classroom?
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Papers by Danielle Herro