Work in progress - The development of a K-12 integrated STEM observation protocol
Work in progress - The development of a K-12 integrated STEM observation protocol
复制标题
正在进行的工作 - K-12 集成 STEM 观察协议的开发
DOI：
10.18260/1-2--33573
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Joshua A. Ellis
中科院分区：
文献类型：
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作者：
G. Roehrig;Elizabeth A. Ring‐Whalen;J. Wieselmann;E. Dare;Joshua A. Ellis
Roehrig博士是大学STEM教育教授，她的研究探讨了K-12科学教师的专业发展问题，重点是初级教师和综合STEM学习环境的实施。她已收到超过3000万美元的联邦和州赠款，并发表了80多篇同行评议的期刊文章和书籍章节。她是全国科学教学研究协会的前董事会成员，也是科学教师教育协会的前主席。她的研究重点是干教育，这看起来像在PreK-12教室，并探讨教师的综合干的信念，以及如何这些信念在教学中教师的做法和学生的成绩在课堂上。除了这项研究，她还致力于探索教师对文化多样性和教育文化多样性学生的态度和信念。过去和目前的项目包括设计和教学本科和研究生水平的课程，旨在帮助教师制定有效的科学教学实践和文化相关的教学法，为他们的课堂，辅导职前科学教师，与在职科学教师合作，开发和实施综合STEM课程，领导在职科学教师的STEM整合专业发展，与行政部门和教师合作，在他们的学校开发STEM编程，并通过在线平台开发可用于各种教育环境的K-12 STEM观察协议。关于STEM中的性别平等，并通过校内和校外的经验保持小学女生对STEM的兴趣。对STEM综合课程开发和教师专业发展感兴趣，以支持性别平等的教学实践。
Dr. Roehrig is a professor of STEM Education at University Her research explores issues of professional development for K-12 science teachers, with a focus on beginning teachers and implementation of integrated STEM learning environments. She has received over $30 million in federal and state grants and published over 80 peer-reviewed journal articles and book chapters. She is a former board member of the National Association of Research in Science Teaching and past president of the Association for Science Teacher Education. Her research focuses on STEM education and what this looks like in PreK-12 classrooms and explores teachers’ beliefs of integrated STEM as well as how these beliefs influence teachers’ practices and student achievement in the classroom. Alongside this research, she has worked to explore the attitudes and beliefs teachers hold about cultural diversity and teaching culturally diverse students. Past and current projects include designing and teaching undergraduate and graduate-level coursework intended to help teachers develop effective science teaching practices and culturally relevant pedagogy for their classrooms, mentoring pre-service science teachers, working with in-service science teachers to develop and implement integrated STEM curricula, leading STEM integration professional development for in-service science teachers, working with administration and teachers to develop STEM programming in their schools, and developing a K-12 STEM observation protocol that can be used in a variety of educational contexts through an online platform. on gender equity in STEM and maintaining elementary girls’ interest in STEM through both in-school and out-of-school experiences. interested in integrated STEM curriculum development and teacher professional development to support gender-equitable teaching practices.