Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation PDF Download

Author:
Publisher: BRILL
ISBN: 9004399992
Category : Education
Languages : en
Pages : 410

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Book Description
Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, showcases 15 chapters highlighting both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools.

Author: Gayle A. Buck
Publisher: Springer Nature
ISBN: 3031460731
Category : Science
Languages : en
Pages : 297

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Book Description
This edited volume discusses the need to increase quantity and enhance quality of science education focused on preparing rural students to thrive in an interconnected, interdependent, and complex world. It acknowledges that globally integrated education incorporates local knowledge and culture with global trends. Additionally it highlights globally competent science teaching is not included in most preparation programs, and teachers enter schools unprepared to address students’ needs. Rural schools lack opportunities to keep up with reform efforts and may have limited experiences with diversity, particularly at the global level. These chapters describe globalization in authors’ respective academic institutions by sharing global competence action research projects for preservice teachers. The studies presented were conducted in elementary and secondary science methods, and science content courses. The book’s research is unique as the contributors have carried out action research in science teacher preparation programs and participated in peer discussions that helped them fill gaps in global science teaching while advancing the field of teacher preparation programs.

Author: Jacqueline Leonard
Publisher: Routledge
ISBN: 1000408892
Category : Education
Languages : en
Pages : 247

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Book Description
This book broadly educates preservice teachers and scholars about current research on computational thinking (CT). More specifically, attention is given to computational algorithmic thinking (CAT), particularly among underrepresented K–12 student groups in STEM education. Computational algorithmic thinking (CAT)—a precursor to CT—is explored in this text as the ability to design, implement, and evaluate the application of algorithms to solve a variety of problems. Drawing on observations from research studies that focused on innovative STEM programs, including underrepresented students in rural, suburban, and urban contexts, the authors reflect on project-based learning experiences, pedagogy, and evaluation that are conducive to developing advanced computational thinking, specifically among diverse student populations. This practical text includes vignettes and visual examples to illustrate how coding, computer modeling, robotics, and drones may be used to promote CT and CAT among students in diverse classrooms.

Author: Franklin S. Allaire
Publisher: IAP
ISBN: 1648028764
Category : Education
Languages : en
Pages : 395

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Book Description
Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science? The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers’ lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher’s Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher’s Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.

Author: Farland-Smith, Donna
Publisher: IGI Global
ISBN: 1799849678
Category : Education
Languages : en
Pages : 257

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Book Description
Student-scientist-teacher interactions provide students with several advantages. They provide opportunities to interact with experts and professionals in the field, give students a chance at meeting a role model that may impact students' career choices, and increase awareness of available career options combined with an understanding of how their skills and interests affect their career decisions. Additionally, it enhances attitudes and interest toward STEM professions for students and grants opportunities to connect with scientists as human beings and see them as "real people," replacing stereotypical perceptions of scientists. Moreover, there are many advantages for the teacher or informal educator when these partnerships are established. For these reasons and more, numerous studies are often conducted involving the partnerships of students, scientists, and teachers. Enhancing Learning Opportunities Through Student, Scientist, and Teacher Partnerships organizes a collection of research on student-scientist-teacher partnerships and presents the models, benefits, implementation, and learning outcomes of these interactions. This book presents a variety of different scientist-student-teacher partnerships with research data to support different learning outcomes in settings like schools, after-school programs, museums, science centers, zoos, aquariums, children's museums, space centers, nature centers, and more. This book is ideal for in-service and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in research on beneficial student-scientist-teacher partnerships/models in formal and informal settings.

Author: Patrick M. Jenlink
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 294

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Book Description
STEM Teacher Preparation and Practice for the 21st Century: Research-based Insights introduces the reader to a collection of thoughtful, research-based works by authors that represent current thinking about the future of science, technology, engineering, and mathematics or STEM as it known today, as well as STEM education for a rapidly evolving global society and the preparation of STEM teachers to meet the educational needs of a changing educational landscape. Each chapter focuses on STEM teaching and the preparation of teachers who will enter classrooms to instruct the next generation of students in STEM. Research in the learning sciences focuses on the cognitive, epistemological, and socio-cultural characteristics of scientific and engineering research communities in their efforts to improve Science, Technology, Engineering, and Mathematics (STEM) education. STEM education is a means to help individuals develop different strategies in order to solve interdisciplinary problems and gain skills and knowledge as they are engaged with STEM related activities through formal and informal learning programs. Research also suggests that STEM may well stand as the new general education for the 21st century. In much of the current discourse on teacher quality and preparation, two essential points for consideration have emerged: the strength of the relationship between teacher content knowledge and student achievement, and the specific representations of knowledge that are most conducive to effective teaching. Add to these two points one additional: the nature of transforming a chaotic system of discreet preparation and clinical experiences into a coherent, aligned and logical system of continuous and progressive development and support throughout a teacher’s career. These three points apply to STEM teacher preparation, induction and professional learning as well as to teacher preparation, induction and professional learning in general. Importantly, the contributing authors to this book have brought to the foreground research-based insights concerning STEM teacher preparation. Each chapter presents clear paths to understanding and reimagining STEM teaching and the importance of STEM teacher preparation, acknowledging the value of STEM literacy and the interdisciplinary nature of STEM teaching.

Author: Patrick M. Jenlink
Publisher: Rowman & Littlefield
ISBN: 1475822766
Category : Education
Languages : en
Pages : 187

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Book Description
STEM Teaching: An Interdisciplinary Approach breaks from the more historical idea of making knowledge within disciplines and seeks to engage the reader in a growing conversation that is gaining momentum and is focused on an ‘interdisciplinarity of STEM education’, which seeks to embrace and/or present emerging perspectives on the standards. Importantly, the conversation on STEM education and interdisciplinary approaches to teacher preparation may draw into specific relief the respective professional and/or disciplinary standards for each of the four STEM disciplines as each relates to fostering an interdisciplinary approach. The importance and relevance of this interdisciplinary perspective to teacher preparation lies in the realization that STEM literacy moves into everyday lives and thinking, and not just in STEM related disciplines. This means that faculty in teacher preparation need to extend the range of STEM literacy in pedagogical strategies so that STEM teaching is enriched with multimodal literacies into teaching and learning, which in turn makes STEM knowledge more relevant and engaging for its manifest connections to solving the problems that challenge society.

Author: Peterson-Ahmad, Maria
Publisher: IGI Global
ISBN: 179989049X
Category : Education
Languages : en
Pages : 300

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Book Description
Teacher retention is an area of great concern across the globe as it appears many teachers leave the field after only a few years, especially those serving low-income students. There is a growing gap from preparation to practice. Not only must educator preparation programs (EPPs) be diligent in utilizing systematically effective methods of preparing novice teachers, but schools must also be cognizant of the need for continued mentorship and quality professional development that matches the unique needs of their novice teachers. When novice teachers enter the profession, they must be offered explicit and scaffolded opportunities for continued learning in order to bridge the theoretical aspects of teaching learned in a preparation program to the practical application of a classroom/school setting, as these opportunities differ from the needs of veteran teachers. Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field provides a collection of theoretical, application, and research-based information regarding a variety of viewpoints and strategies that educator preparation programs must be cognizant of in order to meet the varied and individualized needs of novice teachers so that the academic, behavioral, and/or social-emotional needs of their students are effectively supported. Overall, this book recognizes the constant need for improvement within educator preparation programs and school systems, showcases that teacher retention is a concern across the United States and globally, and shows how educator preparation programs and schools/districts must reach across the boundaries of content-specificity and collaborate to prepare teacher candidates most effectively. Covering topics such as teacher retention, collaborative partnerships, and growth mindset, this book is essential for educational preparation faculty, educational leadership faculty, P-12 general and special education teachers, administrators, government officials, pre-service teachers, students, researchers, and academicians.

Author:
Publisher: World Bank Publications
ISBN: 0821370677
Category : Education
Languages : en
Pages : 96

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Book Description
This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in th.

Author: National Research Council
Publisher: National Academies Press
ISBN: 030913353X
Category : Education
Languages : en
Pages : 118

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Book Description
Community colleges play an important role in starting students on the road to engineering careers, but students often face obstacles in transferring to four-year educational institutions to continue their education. Enhancing the Community College Pathway to Engineering Careers, a new book from the National Academy of Engineering and the National Research Council, discusses ways to improve the transfer experience for students at community colleges and offers strategies to enhance partnerships between those colleges and four-year engineering schools to help students transfer more smoothly. In particular, the book focuses on challenges and opportunities for improving transfer between community colleges and four-year educational institutions, recruitment and retention of students interested in engineering, the curricular content and quality of engineering programs, opportunities for community colleges to increase diversity in the engineering workforce, and a review of sources of information on community college and transfer students. It includes a number of current policies, practices, and programs involving community collegeâ€"four-year institution partnerships.