Books by Merzili Villanueva
Status of STEM High Schools and Implications for Practice [iBooks version], 2013
Our STEM Schools of Excellence research team invites you to learn more about our study at https:/... more Our STEM Schools of Excellence research team invites you to learn more about our study at https://gifted.uconn.edu/stem_ebook/#. Here, we provide a summary of our iBook and a link to a free download from the iTunes Store. Suggested Reference for iBook: Gubbins, E. J., Villanueva, M., Gilson, C. M., Foreman, J. L., Bruce-Davis, M. N., Vahidi, S., Callahan, C. M., & Tofel-Grehl, C. (2013). Status of STEM high schools and implications for practice [iBooks version]. https://itunes.apple.com/us/book/status-stem-high-schools-implications/id736858982?mt=11
Status of STEM High Schools and Implications for Practice [eBook version], 2013
Papers by Merzili Villanueva
National Consortium of Secondary STEM Schools, 2015
Foreman, J., Gubbins, E. J., Villanueva, M., Massicotte, C., Callahan, C., & Tofel-Grehl, C. (201... more Foreman, J., Gubbins, E. J., Villanueva, M., Massicotte, C., Callahan, C., & Tofel-Grehl, C. (2015). National survey of STEM high schools’ strategies and practices. National Consortium of Secondary STEM Schools Journal, 20, 8-19.
A limited number of highly selective high schools specializing in science, technology, engineering and mathematics (STEM) education have existed for many decades, encouraging youth with identified STEM talent to pursue careers as STEM leaders and innovators. As members of the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology (NCSSSMST), many of these selective schools benefit from scholarly interaction and dialogue on how to best serve their students. However, research on selective STEM schools has largely been limited to internal program evaluation, making it difficult to assess any causal inferences related to effective school features and practices. The purpose of the study was to gather a nationally representative sample of administrators' and teachers' perceptions about practices and policies to help identify and assess the critical components (Lynch et al., 2013) of STEM-focused education. The authors conducted an extensive search to identify the sampling frame of STEM high schools throughout the United States. They identified a total of 949 unique STEM schools by searching websites, reviewing articles identified through electronic searches using key search terms, contacting state departments of education, and soliciting names of schools from the National Consortium of Specialized Secondary Schools of Mathematics, Science, and Technology. These schools served as the sample for the study. To develop the STEM administrator and STEM teacher survey for the study, they first observed and interviewed key stakeholders (teachers, students, and administrators) in 12 STEM high schools. Using the qualitative data from these visits, they inductively coded a comprehensive set of curricular and instructional strategies and practices, school policies, and school culture factors that were present at the STEM schools. Common features across schools, especially those that seemed to represent best practices in STEM education based on the literature, were developed into item stems for the surveys. The 48-item administrators' survey was divided into five sections: Professional Culture, Curricular and Instructional Practices, Policies and Procedures, Description of Practices, and Demographics. The 41-item STEM teacher survey was comprised of four sections: School Climate, Curricular Approaches, Instructional Strategies, and Learning Environment. The authors sampled all 949 identified schools by sending hard copy and electronic versions (via e-mail links) of the survey to each site. The National Research Council (2011) established three broad goals for K-12 STEM education in the United States: expand the number of students who ultimately pursue advanced degrees and careers in STEM fields; expand the STEM-capable workforce; and increase science literacy for all students. Effective instruction and conditions and cultures that support learning (National Research Council, 2013) were identified as the two most proximal influences that should enable students to attain these goals. This study's findings indicated that teachers and administrators rated many related survey items as very important or essential, but the frequency of some practices did not match their perceived importance.
Journal of Advanced Academics, 2014
Bruce-Davis, M., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J., & Rubenstein, L. D. ... more Bruce-Davis, M., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J., & Rubenstein, L. D. (2014). STEM high school administrators’, teachers’, and students’ perceptions of curricular and instructional strategies and practices. Journal of Advanced Academics, 25, 272-306.
The present qualitative study was conducted in response to federal initiatives aimed at increasing the number of science, technology, engineering, and mathematics (STEM) schools in the United States; and to better understand STEM high school administrators’, teachers’, and students’ perceptions of the characteristics of the curricular and instructional strategies and practices representative of their schools. Six STEM high schools with diverse organizational models were purposively selected to represent varied geographical regions, socioeconomic and ethnic groups, and levels of entrance criteria. During 2-day site visits at each school, administrators, teachers, and students were interviewed. Three themes emerged from the data analysis: (a) a common vision of a challenging and engaging learning environment, (b) a focus on applying curricular and instructional strategies and practices to real-world problems, and (c) an appreciation for academic and affective support in the challenging learning environment. Interested stakeholders might discover strategies and practices to support their respective missions.
Merzili Villanueva, 2004
After implementing the No Child Left Behind Act (NCLBA) in 2002, standardized tests have taken ce... more After implementing the No Child Left Behind Act (NCLBA) in 2002, standardized tests have taken center stage in the educational arena, sparking controversies as to whether they are a reliable means of measuring students’ writing abilities. U.S. policymakers claim that the higher standards imposed by the NCLBA are raising students’ achievement in writing, and that standardized testing is an effective means of assessing students. Many educators, however, believe that the standardized tests are inaccurate measures of writing proficiency, and its presence in U.S. education may have a negative impact on students’ writing development. Acknowledging that classroom teachers have varying degrees of autonomy as to how they choose to create, modify, and adopt their writing curriculum, it might behoove teachers, administrators, policymakers, and other stakeholders to consider both arguments—examining the effects of standardized writing assessment on teaching writing to K-12 students, and reexamining the implications of maintaining teacher integrity and implementing pedagogically sound curricular and instructional strategies and practices.
Natl Assoc for Gifted Children Newsletters by Merzili Villanueva
National Association for Gifted Children's Conceptual Foundations Network Newsletter, 2015
National Association for Gifted Children's ARTS Network Newsletter, Sep 2013
NAGC ARTS NETWORK MISSION (Proposed revisions pending.)
The Arts Network believes artistic exp... more NAGC ARTS NETWORK MISSION (Proposed revisions pending.)
The Arts Network believes artistic expression is a basic and necessary function of healthy and productive individuals, and that the health and productivity of a society is reflective of the degree of artistic expression among its citizens.
The Arts Network is committed to initiating, developing, and implementing strategies and resources that will support interest and abilities in the Visual and Performing Arts. Specifically, the Network will:
> promote the recognition and acceptance of the arts as an essential area of giftedness;
> encourage research in the area of artistic giftedness and talent;
> illuminate the benefits of integrating meaningful arts experiences into the academic curriculum and provide support for practice;
> increase awareness of artistic expression, aesthetic perception, aesthetic valuing, and aesthetic appreciation; and the psychosocial dimensions associated with educating and caring for artistically gifted and talented individuals; and
> provide practical strategies and resources to foster artistic expression, aesthetic perception, aesthetic valuing, and aesthetic appreciation; and nurture the psychosocial development of artistically gifted and talented individuals.
Editing: Merzili Villanueva & Dr. Kristofer Wiley
Design: Merzili Villanueva
National Association for Gifted Children's Counseling & Guidance Network Newsletter, Mar 2012
The Counseling & Guidance Network recognizes the critical need for attention to the affective nee... more The Counseling & Guidance Network recognizes the critical need for attention to the affective needs of the gifted individual. This Network is dedicated to addressing the social and emotional growth of the gifted and talented. In addition, emphasis is placed on planning and implementing a variety of systems and services for meeting these needs.
Editing & Design: Dr. William Goff II & Merzili Villanueva
Conference Presentations by Merzili Villanueva
National Association for Gifted Children's 61st Annual Convention, Nov 2014
Global Awareness Network session presentation.
Neag Center for Gifted Education and Talent Development's 37th Annual Confratute at the University of Connecticut, Jul 2014
Special Topic presentation.
National Association for Gifted Children's 60th Annual Convention, Nov 2013
Global Awareness Network session presentation.
National Association for Gifted Children's 60th Annual Convention, Nov 2013
Global Awareness Network session presentation.
Uploads
Books by Merzili Villanueva
Papers by Merzili Villanueva
A limited number of highly selective high schools specializing in science, technology, engineering and mathematics (STEM) education have existed for many decades, encouraging youth with identified STEM talent to pursue careers as STEM leaders and innovators. As members of the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology (NCSSSMST), many of these selective schools benefit from scholarly interaction and dialogue on how to best serve their students. However, research on selective STEM schools has largely been limited to internal program evaluation, making it difficult to assess any causal inferences related to effective school features and practices. The purpose of the study was to gather a nationally representative sample of administrators' and teachers' perceptions about practices and policies to help identify and assess the critical components (Lynch et al., 2013) of STEM-focused education. The authors conducted an extensive search to identify the sampling frame of STEM high schools throughout the United States. They identified a total of 949 unique STEM schools by searching websites, reviewing articles identified through electronic searches using key search terms, contacting state departments of education, and soliciting names of schools from the National Consortium of Specialized Secondary Schools of Mathematics, Science, and Technology. These schools served as the sample for the study. To develop the STEM administrator and STEM teacher survey for the study, they first observed and interviewed key stakeholders (teachers, students, and administrators) in 12 STEM high schools. Using the qualitative data from these visits, they inductively coded a comprehensive set of curricular and instructional strategies and practices, school policies, and school culture factors that were present at the STEM schools. Common features across schools, especially those that seemed to represent best practices in STEM education based on the literature, were developed into item stems for the surveys. The 48-item administrators' survey was divided into five sections: Professional Culture, Curricular and Instructional Practices, Policies and Procedures, Description of Practices, and Demographics. The 41-item STEM teacher survey was comprised of four sections: School Climate, Curricular Approaches, Instructional Strategies, and Learning Environment. The authors sampled all 949 identified schools by sending hard copy and electronic versions (via e-mail links) of the survey to each site. The National Research Council (2011) established three broad goals for K-12 STEM education in the United States: expand the number of students who ultimately pursue advanced degrees and careers in STEM fields; expand the STEM-capable workforce; and increase science literacy for all students. Effective instruction and conditions and cultures that support learning (National Research Council, 2013) were identified as the two most proximal influences that should enable students to attain these goals. This study's findings indicated that teachers and administrators rated many related survey items as very important or essential, but the frequency of some practices did not match their perceived importance.
The present qualitative study was conducted in response to federal initiatives aimed at increasing the number of science, technology, engineering, and mathematics (STEM) schools in the United States; and to better understand STEM high school administrators’, teachers’, and students’ perceptions of the characteristics of the curricular and instructional strategies and practices representative of their schools. Six STEM high schools with diverse organizational models were purposively selected to represent varied geographical regions, socioeconomic and ethnic groups, and levels of entrance criteria. During 2-day site visits at each school, administrators, teachers, and students were interviewed. Three themes emerged from the data analysis: (a) a common vision of a challenging and engaging learning environment, (b) a focus on applying curricular and instructional strategies and practices to real-world problems, and (c) an appreciation for academic and affective support in the challenging learning environment. Interested stakeholders might discover strategies and practices to support their respective missions.
Natl Assoc for Gifted Children Newsletters by Merzili Villanueva
The Arts Network believes artistic expression is a basic and necessary function of healthy and productive individuals, and that the health and productivity of a society is reflective of the degree of artistic expression among its citizens.
The Arts Network is committed to initiating, developing, and implementing strategies and resources that will support interest and abilities in the Visual and Performing Arts. Specifically, the Network will:
> promote the recognition and acceptance of the arts as an essential area of giftedness;
> encourage research in the area of artistic giftedness and talent;
> illuminate the benefits of integrating meaningful arts experiences into the academic curriculum and provide support for practice;
> increase awareness of artistic expression, aesthetic perception, aesthetic valuing, and aesthetic appreciation; and the psychosocial dimensions associated with educating and caring for artistically gifted and talented individuals; and
> provide practical strategies and resources to foster artistic expression, aesthetic perception, aesthetic valuing, and aesthetic appreciation; and nurture the psychosocial development of artistically gifted and talented individuals.
Editing: Merzili Villanueva & Dr. Kristofer Wiley
Design: Merzili Villanueva
Editing & Design: Dr. William Goff II & Merzili Villanueva
Conference Presentations by Merzili Villanueva
A limited number of highly selective high schools specializing in science, technology, engineering and mathematics (STEM) education have existed for many decades, encouraging youth with identified STEM talent to pursue careers as STEM leaders and innovators. As members of the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology (NCSSSMST), many of these selective schools benefit from scholarly interaction and dialogue on how to best serve their students. However, research on selective STEM schools has largely been limited to internal program evaluation, making it difficult to assess any causal inferences related to effective school features and practices. The purpose of the study was to gather a nationally representative sample of administrators' and teachers' perceptions about practices and policies to help identify and assess the critical components (Lynch et al., 2013) of STEM-focused education. The authors conducted an extensive search to identify the sampling frame of STEM high schools throughout the United States. They identified a total of 949 unique STEM schools by searching websites, reviewing articles identified through electronic searches using key search terms, contacting state departments of education, and soliciting names of schools from the National Consortium of Specialized Secondary Schools of Mathematics, Science, and Technology. These schools served as the sample for the study. To develop the STEM administrator and STEM teacher survey for the study, they first observed and interviewed key stakeholders (teachers, students, and administrators) in 12 STEM high schools. Using the qualitative data from these visits, they inductively coded a comprehensive set of curricular and instructional strategies and practices, school policies, and school culture factors that were present at the STEM schools. Common features across schools, especially those that seemed to represent best practices in STEM education based on the literature, were developed into item stems for the surveys. The 48-item administrators' survey was divided into five sections: Professional Culture, Curricular and Instructional Practices, Policies and Procedures, Description of Practices, and Demographics. The 41-item STEM teacher survey was comprised of four sections: School Climate, Curricular Approaches, Instructional Strategies, and Learning Environment. The authors sampled all 949 identified schools by sending hard copy and electronic versions (via e-mail links) of the survey to each site. The National Research Council (2011) established three broad goals for K-12 STEM education in the United States: expand the number of students who ultimately pursue advanced degrees and careers in STEM fields; expand the STEM-capable workforce; and increase science literacy for all students. Effective instruction and conditions and cultures that support learning (National Research Council, 2013) were identified as the two most proximal influences that should enable students to attain these goals. This study's findings indicated that teachers and administrators rated many related survey items as very important or essential, but the frequency of some practices did not match their perceived importance.
The present qualitative study was conducted in response to federal initiatives aimed at increasing the number of science, technology, engineering, and mathematics (STEM) schools in the United States; and to better understand STEM high school administrators’, teachers’, and students’ perceptions of the characteristics of the curricular and instructional strategies and practices representative of their schools. Six STEM high schools with diverse organizational models were purposively selected to represent varied geographical regions, socioeconomic and ethnic groups, and levels of entrance criteria. During 2-day site visits at each school, administrators, teachers, and students were interviewed. Three themes emerged from the data analysis: (a) a common vision of a challenging and engaging learning environment, (b) a focus on applying curricular and instructional strategies and practices to real-world problems, and (c) an appreciation for academic and affective support in the challenging learning environment. Interested stakeholders might discover strategies and practices to support their respective missions.
The Arts Network believes artistic expression is a basic and necessary function of healthy and productive individuals, and that the health and productivity of a society is reflective of the degree of artistic expression among its citizens.
The Arts Network is committed to initiating, developing, and implementing strategies and resources that will support interest and abilities in the Visual and Performing Arts. Specifically, the Network will:
> promote the recognition and acceptance of the arts as an essential area of giftedness;
> encourage research in the area of artistic giftedness and talent;
> illuminate the benefits of integrating meaningful arts experiences into the academic curriculum and provide support for practice;
> increase awareness of artistic expression, aesthetic perception, aesthetic valuing, and aesthetic appreciation; and the psychosocial dimensions associated with educating and caring for artistically gifted and talented individuals; and
> provide practical strategies and resources to foster artistic expression, aesthetic perception, aesthetic valuing, and aesthetic appreciation; and nurture the psychosocial development of artistically gifted and talented individuals.
Editing: Merzili Villanueva & Dr. Kristofer Wiley
Design: Merzili Villanueva
Editing & Design: Dr. William Goff II & Merzili Villanueva