Follow

Submissions from 2021

Using an observation protocol designed for integrated STEM instruction in K-12 science and engineering classrooms, Emily Dare, Joshua Ellis, Elizabeth Ring-Whalen, and Gillian Roehrig

Link

Eliciting and Refining Conceptions of STEM Education: A Series of Activities for Professional Development, Emily Dare and Elizabeth Ring-Whalen

Empirical validation of a STEM observation instrument using exploratory factor analysis, Joshua Ellis, Emily Dare, Mark Rouleau, Elizabeth Ring-Whalen, and Gillian Roehrig

Preliminary exploratory factor analysis of a STEM observation instrument, Joshua Ellis, Emily Dare, Mark Rouleau, Elizabeth Ring-Whalen, and Gillian Roehrig

Link

Read Brave: Art as Activism in Children’s Literature (and beyond) Panel Discussion, Suzanne Kaback

Link

Various Essays, Suzanne Kaback

Examining the effects of race and gender on small group interactions through critical discourse, Khomson Keratithamkul, Gillian Roehrig, Jeanna Wieselmann, Emily Dare, and Elizabeth Ring-Whalen

Rubbing Elbows with Them: Building Capacity in STEM through Science and Engineering Fairs, Michele H. Koomen, Mary N. Hedenstrom, and Molly K. Moran

There are A Lot of Steps and Sometimes You Have to Start All Over: Independent Science Fair Projects and Science and Engineering Practices, Michele Hollingsworth Koomen, Mary Norell Hedenstrom, Greta Ferguson, and Kameryn Schaefer

Jo Jo Makoons: The Used-to-Be Best Friend, Dawn Quigley and Tara Audibert

The Rise of STEM Education: STEM Curriculum Development and Implementation, Gillian Roehrig, Emily Dare, Jeanna Wieselmann, and Elizabeth Ring-Whalen

Understanding Coherence and Integration in Integrated STEM Curriculum, Gillian Roehrig, Elizabeth Ring-Whalen, Emily Dare, and Jeanna Wieselmann

Combining discourse analysis approaches to critically examine power and positioning in small group STEM activities, Jeanna Wieselmann, Emily Dare, Khomson Keratithamkul, Elizabeth Ring-Whalen, and Gillian Roehrig

Tools for learning or tools for power? Middle school students' use of engineering tools, Jeanna Wieselmann, Emily Dare, Khomson Keratithamkul, Elizabeth Ring-Whalen, and Gillian Roehrig

Measurement Instruments of STEM Affective Learning: A Systematic Review, Jeanna Wieselmann, Emily Dare, Gillian Roehrig, and Elizabeth Ring-Whalen

Link

"There are Other Ways to Help Besides Using the Stuff": Using Activity Theory to Understand Dynamic Student Participation in Small Group STEM Activities, Jeanna Wieselmann, Emily Dare, Gillian Roehrig, and Elizabeth Ring-Whalen

Discourse Analysis in Integrated STEM activities: Methods for examining power and positioning in small group interactions, Jeanna Wieselmann, Khomson Keratithamkul, Emily Dare, Elizabeth Ring-Whalen, and Gillian Roehrig

Submissions from 2020

Advancing Equity in Elementary Classroom Discussions, Kristi Bergeson, Elizabeth Fogarty, Suzy Kaback, Catherine Kelly, and Amy Smith

Collaborate for Impact to Advance Equity in Preservice Teacher Education, Kristi Bergeson, Elizabeth Fogarty, Suzy Kaback, Catherine Kelly, and Amy Smith

Preparing to observe integrated STEM education in K-12 classrooms, Emily Dare, Elizabeth Ring-Whalen, Joshua Ellis, and Gillian Roehrig

Link

Toward a productive definition of technology in science and STEM education, Joshua Ellis, Elizabeth Ring-Whalen, Jeanna Wieselmann, and Gillian Roehrig

Perspectives on the role of technology in science education, Joshua Ellis, Jeanna Wieselmann, Gillian Roehrig, Emily Dare, and Elizabeth Ring-Whalen

What’s Working and What Isn’t? Looking at Survey Results Related to Program Effectiveness across 14 Universities., Yasemin Gunpinar and Robert Mackin

Link

Advancing Equity in Elementary Classroom Discussions, Suzanne Kaback

File

Collaborate for Impact to Advance Equity in Preservice Teacher Education, Suzanne Kaback

PDF

TeachingWorks Certificate in Practice Based Approaches to Methods Instruction in Teacher Education_Information Sheet.docx, Suzanne Kaback

Science Fair was One of the Highlights of My Middle School Life: Using Science Fair to Develop NGSS Practices, Cynthia Welsh, Mary Hedenstrom, and Michele Hollingsworth Koomen

Link

I just do what the boys tell me: Exploring small group student interactions in an integrated STEM unit, Jeanna Wieselmann, Emily Dare, Elizabeth Ring-Whalen, and Gillian Roehrig

PDF

Discourse analysis in integrated STEM activities: Methods for exploring power dynamics in small group interactions, Jeanna Wieselmann, Khomson Keratithamkul, Emily Dare, Elizabeth Ring-Whalen, and Gillian Roehrig

Supporting students in small group engineering activities: An exploration of teacher moves, Jeanna Wieselmann, Elizabeth Ring-Whalen, Emily Dare, and Gillian Roehrig

Submissions from 2019

“Your classroom library must represent your students”: Preservice teachers’ knowledge of and intention to use diverse literature for children, Catherine Kelly

PDF

Breaking Through the Noise: Literacy Teachers in the Face of Accountability, Evaluation, and Reform, Catherine Kelly, Sara Miller, Karen Kleppe Graham, Chelsea Bahlmann Bollinger, Sherry Sanden, and Michael McManus

I Didn't Know What Real Science Was or What It Could Be: Citizen Science and Interest in STEM Education and Careers, Michele Hollingsworth Koomen, Mary Norell Hedenstrom, Molly Moran, and Karen S. Oberhauser

Are You Prepared? Collaboration across Institutions on Implementing the New ILA Literacy Standards in Teacher Preparation Programs, Deb Peterson, Bonnie Houck, Madeleine Heins-Israelson, Catherine Kelly, Lisa Krall, Amy Smith, and Joan Sax-Bendix

Gender Studies in Contemporary Indigenous Literature, Dawn Quigley

Native American Heroes, Dawn Quigley

Expert and Novice Technological Literacy, David Stricker

PDF

Water a Precious Gift 2019.pdf, Natasha Yates

File

YATES Closure TPC19 FINAL.pptx, Natasha Yates

How can closure activities end my lessons with a lasting impression?, Natasha L. Yates

Submissions from 2018

Tips to becoming and being an anti-bias montessori teacher., Olivia Christensen

Enhancing the observation skills of adult learners., Olivia Christensen and J. Branch

What might become of "phenomena" in the post-human turn... thus far?, Olivia Christensen, M. Vagle, S. Sterner, and T. Leitl

Examining the relationship between NES basic skills tests performance and teacher candidate success., Yasemin Gunpinar, D. R. Stricker, and M. R. Rice

Ada Lovelace, Horace Pippin, Eugenie Clark, Roy Choi: what’s your SEL superpower?, Suzanne Kaback

edTPA on-boarding: Connection, clarifying, and collaborating with our cooperating teachers., Suzanne Kaback, N. Napierala, and J. Carroll

Getting better teachers: the critical role school administrators play giving feedback to teacher preparation programs., Kevin Mackin and M. Sato

Apple in the middle., Dawn Quigley

Indigenous identity construction: Enacted upon us, or within us?, Dawn Quigley

Red Semiotics: An Indigenous-Centered Analytic Coding and Interpretation of Images in Children’s Books about Native Americans., Dawn Quigley

Reaching Native American Students in the English Classroom., Dawn Quigley, M. Harper, M. Rendon, and J. Knutson

Native YA: Four Native American authors on their messages for teens., Dawn Quigley, A. Jones, J. Bruchac, and E. Gansworth

Native YA Today: Contemporary Indigenous Voices and Heroes for the 21st Century & Beyond., Dawn Quigley, C. Smith, J. Bruchac, and A. Jones

Data informed workforce education., David Stricker

Expert and novice technological literacy., David Stricker

Making design thinking available through children's literature., David Stricker

Examining the relationship between NES basic skills tests performance and teacher candidate success., David Stricker, M. Rice, and Y. Gunpinar

Advancing culturally responsive science education in secondary classrooms through an induction course., Elizabeth Whalen, J. Brown, G. Roehrig, and J. Ellis

Building STEM schools from the ground up: How teacher leadership teams shape STEM integration in Schools., Elizabeth Whalen, E. Crotty, I. Livstrom, and G. Roehrig

Teacher leadership STEM teams: Examining critical components for STEM schools., Elizabeth Whalen, E. Crotty, I. Livstrom, and G. Roehrig

Not as easy as it looks: Ranking different STEM models in a continuum., Elizabeth Whalen, E. Dare, and G. Roehrig

Understanding conceptual effects: How teachers’ conceptual models of integrated STEM education influence curriculum writing., Elizabeth Whalen, E. Dare, and G. Roehrig

Understanding science teachers’ multiple realities of STEM education through photo elicitation and phenomenography., Elizabeth Whalen, E. Dare, and G. Roehrig

From conception to curricula: The role of science, technology, engineering and mathematics in integrated STEM units., Elizabeth Whalen, E. Dare, G. Roehrig, and P. Titu

STEM conceptions and curricula: How teachers' conceptions of integrated STEM are reflected in curriculum writing., Elizabeth Whalen, E. Dare, G. Roehrig, and P. Titu

Bringing STEM conceptions to life through integrated STEM curriculum implementation: A multiple case study in elementary science classrooms., Elizabeth Whalen, E. Dare, G. Roehrig, and J. Wieselmann

Differences in teachers’ practices and ways in which their conceptual models of STEM are enacted during implementation of an integrated STEM curriculum unit., Elizabeth Whalen, E. Dare, G. Roehrig, and J. Wieselmann

Teachers' practices and enactments of their conceptual models of STEM during classroom implementation of an integrated STEM curriculum., Elizabeth Whalen, E. Dare, G. Roehrig, and J. Wieselmann

The evolution of beginning science teachers’ reform-based beliefs and practices in an induction program., Elizabeth Whalen, J. Ellis, and G. Roehrig

Negotiating science and engineering: An exploratory case study of a reform-minded science teacher., Elizabeth Whalen and S. Guzey

An exploration of the process of becoming a STEM middle school., Elizabeth Whalen, G. Roehrig, E. Crotty, and I. Livstrom

The anatomy of an integrated STEM curriculum., Elizabeth Whalen, G. Roehrig, J. Wieselmann, and E. Dare

Exploring changes in science teachers’ attitudes toward culturally diverse students during an equity-focused course., Elizabeth Whalen, P. Titu, J. Brown, and G. Roehrig

Participation in small group integrated STEM activities: A gender-focused case study., Elizabeth Whalen, J. Wieselmann, E. Dare, and G. Roehrig

Co-teaching beyond team-teaching; co-planning do’s & don’ts and instructional strategies., Natasha Yates