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Lee, Tammy Dutton; Newton, Mark; Glass, Bonnie – Journal of Interdisciplinary Teacher Leadership, 2021
The COVID-19 global pandemic created new challenges for teachers and school systems as teachers were forced to rapidly transition to remote learning using new digital tools and resources. Teaching elementary science in "normal times" is challenging due to issues involving teacher preparation, limited access to materials and lack of…
Descriptors: Elementary School Teachers, Educational Change, Teaching Methods, COVID-19
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Cribbs, Jennifer; Huss, Jeanine; Mittelberg, Julia – Journal of Interdisciplinary Teacher Leadership, 2021
This study explores the influence of an afterschool program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with…
Descriptors: STEM Education, After School Programs, Elementary School Students, Elementary School Teachers
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Pearce, Michelle K.; Lee, Tammy D. – Journal of Interdisciplinary Teacher Leadership, 2021
This study investigates the impact of instructional methods based on a one-day informal science field experience comparing a teacher-centered methodology versus a student-centered (inquiry-based) methodology. The 5E learning cycle was selected as the framework for implementing the inquiry-based learning for the treatment groups as it provides the…
Descriptors: Environmental Education, Teaching Methods, Field Trips, Grade 3
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Hite, Rebecca; Taylor, David – Journal of Interdisciplinary Teacher Leadership, 2021
Numerous STEM agencies and advocacy groups posit that Outside of (regular) School Time (OST) STEM opportunities spur middle school students' learning, especially in fostering students' interests in and motivations for STEM. The purpose of this study was to investigate the sources of students' interest in and motivation for STEM while participating…
Descriptors: STEM Education, Middle School Students, Student Interests, Student Motivation
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Locklear, Tiffany M.; Hunt, Frances D. – Journal of Interdisciplinary Teacher Leadership, 2021
Using an interpretive analysis of digital storytelling, we advance the conversation on ways Indian communities can rethink educational design. From an ethnohistorical context, we interrupt traditional pedagogy to grant voice and perspective to the Indigenous community. In this paper, we blend constructivism and personal digital stories to bring…
Descriptors: American Indian Education, Story Telling, Constructivism (Learning), Instructional Design
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Blank, Rolf – Journal of Interdisciplinary Teacher Leadership, 2021
In the past decade, teacher leadership has emerged as a key strategy for improving the quality of education in U.S. schools. Major foundations, federal education programs, and professional organizations are providing significant support for teacher leadership as a key strategy for improving the quality of education in U.S. schools. Teachers in…
Descriptors: Teacher Leadership, Educational Quality, Elementary Secondary Education, Teacher Surveys
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Thomson, Margareta M.; Faulkner, Valerie N. – Journal of Interdisciplinary Teacher Leadership, 2021
This mixed-methods study employed a typological approach and an Expectancy-Value framework to understand nontraditional prospective teachers' motivational beliefs, teaching motivations, and goals for choosing a teaching career. All participants (N=88) were nontraditional prospective teachers, graduate students enrolled in a Master of Arts in…
Descriptors: Preservice Teachers, Nontraditional Students, Student Motivation, Teacher Motivation
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Kubasko, Dennis; Rhodes, Ginger; Sterrett, William – Journal of Interdisciplinary Teacher Leadership, 2019
School principals are responsible for supervising STEM teachers, yet many principals did not teach in the STEM fields and have limited training in STEM content, process and practice. This presents a challenge for principals when they observe STEM classrooms and provide feedback to teachers. In this paper the authors describe a study about…
Descriptors: Case Method (Teaching Technique), STEM Education, Teacher Administrator Relationship, Teacher Education
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Gray, Patricia; Germuth, Amy; MacNair, Jessica; Simpson, Claire; Sowa, Sarah; van Duin, Nancy; Walker, Claudia – Journal of Interdisciplinary Teacher Leadership, 2019
This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified…
Descriptors: Models, STEM Education, Self Concept, English Language Learners
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Nourse, Dave – Journal of Interdisciplinary Teacher Leadership, 2019
Recent estimates show nearly 90% of school districts nationwide offer some form of online credit recovery. Despite its widespread adoption, there is a dearth of research surrounding the suitability of online credit recovery for students. This study examined potential success factors of students enrolled in virtual recovery courses in a school…
Descriptors: Influences, Academic Achievement, Online Courses, Repetition
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Hunzicker, Jana – Journal of Interdisciplinary Teacher Leadership, 2019
Professional development schools (PDS), a specific type of school-university partnership, offer distinctive learning environments for teachers by encouraging innovation and modeling best instructional practices. In PDS partnerships, opportunities abound for teachers to assume learning-focused leadership roles such as team lead, instructional…
Descriptors: Professional Development Schools, Partnerships in Education, Teacher Leadership, Outcomes of Education
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Hite, Rebecca; Tauber, Mona – Journal of Interdisciplinary Teacher Leadership, 2019
Recruiting students to science and mathematics fields continues to be a nationwide issue, resulting in a dearth of individuals to fill these present and future careers. Novel interventions, especially within the K-12 space, call for a move from content acquisition to the formation of individuals' identity that particularly fosters science and math…
Descriptors: Research and Development, Theory Practice Relationship, Identification (Psychology), Elementary Secondary Education
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Thomson, Margareta Maria; DiFrancesca, Daniell; Carrier, Sarah; Lee, Carrie; Walkowiak, Temple A. – Journal of Interdisciplinary Teacher Leadership, 2018
Four case studies of preservice teachers enrolled in a STEM-focused elementary teacher preparation program are used to document changes in mathematics and science teaching efficacy over the course of one academic year. Qualitative analysis revealed that all four case studies experienced changes in their mathematics and science teaching efficacy…
Descriptors: Attitude Change, Self Efficacy, Elementary School Teachers, Preservice Teachers
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Lee, Carrie W.; Lee, Tammy D.; Castles, Ricky; Dickerson, Daniel; Fales, Holly; Wilson, Christine M. – Journal of Interdisciplinary Teacher Leadership, 2018
This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the…
Descriptors: Preservice Teachers, Elementary School Teachers, Science Education, Mathematics Education
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Arriaza, Gilberto; Monterrosa, Cesar – Journal of Interdisciplinary Teacher Leadership, 2018
Low enrollment of Latino, African American, Native American, and Southeast Asian American students in science, technology, engineering, and math (STEM) classes, via advanced placement (AP) courses, remains a problem for high schools, and education leaders across the United States. More than just examining the factors behind this enrollment issue,…
Descriptors: Mathematics Education, African American Students, Hispanic American Students, Advanced Placement
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