Handbook of Research on Educator Preparation and Professional Learning, 2019
Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th gra... more Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and strengthening the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-dimensional STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to 1) provide K-12 students with authentic STEM learning experiences as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues; and 2) help K-12 students develop knowledge of STEM careers and professional, abilities to work in the STEM fields, and ways of working as STEM professionals as summarized by Rogers and...
Journal of Digital Learning in Teacher Education, 2020
Abstract Research explored the change in perspectives of K–12 non-STEM discipline teachers regard... more Abstract Research explored the change in perspectives of K–12 non-STEM discipline teachers regarding coding as an instructional tool. Whether, and to what extent, participants (n = 35) are willing to embrace coding as a teaching and learning strategy was examined. Findings suggest that participants’ perspectives improved as a result of their participation in a series of coding activities that included opportunities for coding, structured reflection, and peer discussion. Results also indicate that a majority of participants (nearly 69%) agree that coding is a critical skill that all educators should address, but many (51%) lack confidence in their ability to integrate coding into their instructional practice. Finally, implications for professional practice are discussed.
Online learning as a choice in higher education has grown exponentially. Research has indicated t... more Online learning as a choice in higher education has grown exponentially. Research has indicated the importance for instructors to provide opportunity for student collaboration through use of online tools such as wikis, discussion boards, and group projects. A survey methodology was employed to gather higher education students' opinions on both participation in group projects at the post-secondary level and the efficacy of using wikis versus traditional formats such as face-to-face interaction or discussion boards as collaboration tools. Responses were collected from two groups of students taking a graduate level course called Life Span Development; one traditional face-to-face group and one online web-based group, with a total number of 66 participants. The results of this study support the values of integration of student collaboration in group work on course assignments Furthermore, this study provided comparison and contrast between the three collaboration modalities of discussion boards, face to face groups, and wikis. This study provides support for further research to analyze benefits and challenges of these modalities and others on multiple types of assignments.
Innovative Professional Development Methods and Strategies for STEM Education
Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th gra... more Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).
Innovative Professional Development Methods and Strategies for STEM Education
Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th gra... more Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).
Rural instructional leaders require specialized training and ongoing support to effectively navig... more Rural instructional leaders require specialized training and ongoing support to effectively navigate within their local and unique contexts. A review of the literature written predominantly between 2007 and 2017 was conducted to explore effective practices in developing and supporting rural instructional leaders. Approximately 32 studies focused on the rural instructional leader were selected and analyzed for common themes. As a result, a tripartite framework encompassing preparation, induction, and ongoing professional development evolved. The literature review revealed an education preparation curriculum developed in a collaborative effort between the university and a partnering district(s) as the foundation needed for building an effectual rural instructional leader. These collaborative partnerships were also shown to be vital for providing purposeful induction to the novice instructional leader helping bridge the theory and practice gap and resulting in increasing the leader’s c...
Communication between schools and families is essential for building trusting relationships that ... more Communication between schools and families is essential for building trusting relationships that foster parental involvement. Technology offers the middle school parent the means to actively participate in the child's education without being visible in the school thus fostering adolescent independence in a supportive environment. New technologies continue to be introduced yet, this study reveals that parents and teachers are not taking full advantage of technologies to bridge the communication gap and build family-school partnerships. Both quantitative and qualitative research methodologies were used to gather data from teachers and parents of middle school children. This study examines the role of communications technologies in fostering parental involvement in middle schools and uncovers barriers that prevent usage of technology to promote communication.
Handbook of Research on Educator Preparation and Professional Learning, 2019
Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th gra... more Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and strengthening the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-dimensional STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to 1) provide K-12 students with authentic STEM learning experiences as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues; and 2) help K-12 students develop knowledge of STEM careers and professional, abilities to work in the STEM fields, and ways of working as STEM professionals as summarized by Rogers and...
Journal of Digital Learning in Teacher Education, 2020
Abstract Research explored the change in perspectives of K–12 non-STEM discipline teachers regard... more Abstract Research explored the change in perspectives of K–12 non-STEM discipline teachers regarding coding as an instructional tool. Whether, and to what extent, participants (n = 35) are willing to embrace coding as a teaching and learning strategy was examined. Findings suggest that participants’ perspectives improved as a result of their participation in a series of coding activities that included opportunities for coding, structured reflection, and peer discussion. Results also indicate that a majority of participants (nearly 69%) agree that coding is a critical skill that all educators should address, but many (51%) lack confidence in their ability to integrate coding into their instructional practice. Finally, implications for professional practice are discussed.
Online learning as a choice in higher education has grown exponentially. Research has indicated t... more Online learning as a choice in higher education has grown exponentially. Research has indicated the importance for instructors to provide opportunity for student collaboration through use of online tools such as wikis, discussion boards, and group projects. A survey methodology was employed to gather higher education students' opinions on both participation in group projects at the post-secondary level and the efficacy of using wikis versus traditional formats such as face-to-face interaction or discussion boards as collaboration tools. Responses were collected from two groups of students taking a graduate level course called Life Span Development; one traditional face-to-face group and one online web-based group, with a total number of 66 participants. The results of this study support the values of integration of student collaboration in group work on course assignments Furthermore, this study provided comparison and contrast between the three collaboration modalities of discussion boards, face to face groups, and wikis. This study provides support for further research to analyze benefits and challenges of these modalities and others on multiple types of assignments.
Innovative Professional Development Methods and Strategies for STEM Education
Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th gra... more Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).
Innovative Professional Development Methods and Strategies for STEM Education
Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th gra... more Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).
Rural instructional leaders require specialized training and ongoing support to effectively navig... more Rural instructional leaders require specialized training and ongoing support to effectively navigate within their local and unique contexts. A review of the literature written predominantly between 2007 and 2017 was conducted to explore effective practices in developing and supporting rural instructional leaders. Approximately 32 studies focused on the rural instructional leader were selected and analyzed for common themes. As a result, a tripartite framework encompassing preparation, induction, and ongoing professional development evolved. The literature review revealed an education preparation curriculum developed in a collaborative effort between the university and a partnering district(s) as the foundation needed for building an effectual rural instructional leader. These collaborative partnerships were also shown to be vital for providing purposeful induction to the novice instructional leader helping bridge the theory and practice gap and resulting in increasing the leader’s c...
Communication between schools and families is essential for building trusting relationships that ... more Communication between schools and families is essential for building trusting relationships that foster parental involvement. Technology offers the middle school parent the means to actively participate in the child's education without being visible in the school thus fostering adolescent independence in a supportive environment. New technologies continue to be introduced yet, this study reveals that parents and teachers are not taking full advantage of technologies to bridge the communication gap and build family-school partnerships. Both quantitative and qualitative research methodologies were used to gather data from teachers and parents of middle school children. This study examines the role of communications technologies in fostering parental involvement in middle schools and uncovers barriers that prevent usage of technology to promote communication.
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Papers by Reenay Rogers