eric.ed.gov har udgivet: An institutional self-study at a Hispanic Serving Institution (HSI) explored factors thought to impact students’ decisions to persist in science, technology, engineering and mathematics (STEM) fields of study. This self-study is presented as a model first step for Institutions of Higher Education interested in launching efforts to improve STEM education and STEM student success and persistence. A methodology combining qualitative and quantitative analysis approaches was used to examine different aspects of the overarching research question, “Why do undergraduate students leave college STEM fields of study?” A quantitative review of institutional data was used to identify four particular gaps in student persistence and success in STEM fields of study at Texas State University. An online survey and a focus group guide were developed based on existing but more… Continue Reading →
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eric.ed.gov har udgivet: In this paper, we–one mathematics teacher educator and one social studies teacher educator–describe a project where we collaborated to model teaching integrated mathematics and social studies for social justice in our methods courses. Using a self-study approach, we examined our teaching and our students’ learning with regards to teaching integrated mathematics and social studies for social justice. We encountered varied challenges in our efforts to prepare teacher candidates for social-justice-oriented lessons. These challenges included teacher candidates’ perception of authority/credibility of their professors who were foreign females from the “Third World,” teacher candidates’ deficit views on minoritized students, and the limited time and resources for teacher collaboration in teacher education. Despite these challenges, we believe this kind of project is necessary to move forward in teacher preparation for… Continue Reading →
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sciencedirect.com har udgivet: Highlights • Rhizomatics and self-study of teacher education practices produced non-linear insights on becoming teacher educators. • Teacher educators were becoming collaborative, accountable, and innovative. • Collaborative self-study of teacher education practices supported intra-departmental professional learning. Abstract The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to… Continue Reading →
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