Big Project, Small Leaders

Schon, Jennifer; Eitel, Karla Bradley; Bingaman, Deirdre; Miller, Brant G.; Rittenburg, Rebecca A.

doi:10.2505/4/sc14_051_09_48

Cited by 5 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Twenty K‐12 entities, consisting of districts and schools, are presently members of the IMEN and range in description from rural to urban and small to large. Still, the vast majority of K‐12 educators in Idaho function under the traditional philosophy and pedagogies of an education system established during the late 19th century (Schon et al., 2014).…”

Section: Introductionmentioning

confidence: 99%

“A metamorphosis of the educator”: A hermeneutic phenomenology study of the perceptions and lived experiences of the 6–12 educator in transitioning from teacher‐centered to student‐centered learning

McPherson

2021

J of Competency-Based Ed

View full text Add to dashboard Cite

Background Despite large amounts of research documenting, the transition to student‐centered learning from the perspective of the student, minimal literature exists describing the lived experience, and perceptions of Idaho teachers and principals when transitioning from teacher‐centered to student‐centered learning. Aim The purpose of this study was to explore in specific detail the perceptions and lived experiences of Idaho teachers and building principals in transitioning to student‐centered learning, and thereby assists in filling in the literature gaps surrounding this topic. Six middle and high school teachers and four building principals were asked to describe and reflect on their perceptions and lived experiences in transitioning from teacher‐centered to student‐centered learning. Methods This hermeneutical, qualitative phenomenological study used a constructivist theoretical framework to assist the researcher in identifying and conveying each participant's deep, rich experience. In‐depth interviews were used to gather responses, and the data were transcribed and coded into three major themes, with keywords and terms from the participants supporting each theme. Results and Discussion The three themes that emerged when identifying and describing the perceptions and lived experiences of the participants in transitioning to student‐centered learning were a shift in philosophy of education, changes in methods and pedagogy, and the importance of relationships between teachers, principals, and students. Conclusion Key findings from the study suggest that in order to effectively transition from teacher‐centered to student‐centered education, cognitive changes in an educator's philosophy and mindset, along with social adjustments addressing relationships, connections, and experiences must be recognized and even embraced.

show abstract

Section: Introductionmentioning

confidence: 99%

“A metamorphosis of the educator”: A hermeneutic phenomenology study of the perceptions and lived experiences of the 6–12 educator in transitioning from teacher‐centered to student‐centered learning

McPherson

2021

J of Competency-Based Ed

View full text Add to dashboard Cite

show abstract

“…Many successful school-based citizen science programs occur at this level, in which teachers provide instruction, a framework for participation, and assistance in making decisions about when and where to collect data [Rock and Lauten, 1996;Eick et al, 2008]. Such programs have been shown to generate high quality data [Peckenham and Peckenham, 2014;Lawless and Rock, 1998;Galloway, Tudor and Haegen, 2006] in addition to improving educational outcomes [Bingaman and Eitel, 2010;Schon et al, 2014].…”

mentioning

confidence: 99%

Challenges and successes in engaging citizen scientists to observe snow cover: from public engagement to an educational collaboration

Dickerson‐Lange¹,

Eitel²,

Dorsey³

et al. 2016

JCOM

View full text Add to dashboard Cite

Whereas the evolution of snow cover across forested mountain watersheds is difficult to predict or model accurately, the presence or absence of snow cover is easily observable and these observations contribute to improved snow models. We engaged citizen scientists to collect observations of the timing of distributed snow disappearance over three snow seasons across the Pacific Northwest, U.S.A. . The primary goal of the project was to build a more spatially robust dataset documenting the influence of forest cover on the timing of snow disappearance, and public outreach was a secondary goal. Each year's effort utilized a different strategy, building on the lessons of the previous year. We began by soliciting our professional networks to contribute observations via electronic or paper forms, moved to a public outreach effort to collect geotagged photographs, and finally settled on close collaboration with an outdoor science school that was well-positioned to collect the needed data. Whereas the outreach efforts garnered abundant enthusiasm and publicity, the resulting datasets were sparse. In contrast, direct collaboration with an outdoor science school that was already sending students to make weekly snow observations proved fruitful in both data collection and educational outreach. From a data collection standpoint, the shift to an educational collaboration was successful because it essentially traded wide spatial coverage combined with sparse temporal coverage for dense temporal coverage at a single, but important location. From a public engagement standpoint, the partnership allowed for more intensive participation by more people and enhanced the science curriculum at the collaborating school. Abstract Citizen science; Science education Keywords ContextThe spatial pattern of snow cover across a forested mountain watershed is easily observed by outdoor enthusiasts who readily make note of snow disappearance patterns at a range of scales when they avoid skiing into tree well, change a hiking route after encountering a snow field, or capture a photograph of patchy snow across a valley. Whereas these patterns are obvious to an observer, reproducing such a pattern via a computer model is an ongoing research challenge [Essery et al., ArticleJournal of Science Communication 15(01)(2016)A01 1

show abstract

The EXPLORA model of citizen science at schools: design and implementation in the intercultural south of Chile

Hiriart

Rodríguez

Maulén

et al. 2022

Tapuya: Latin American Science, Technology and Society

View full text Add to dashboard Cite

Big Project, Small Leaders

Cited by 5 publications

References 0 publications

“A metamorphosis of the educator”: A hermeneutic phenomenology study of the perceptions and lived experiences of the 6–12 educator in transitioning from teacher‐centered to student‐centered learning

“A metamorphosis of the educator”: A hermeneutic phenomenology study of the perceptions and lived experiences of the 6–12 educator in transitioning from teacher‐centered to student‐centered learning

Challenges and successes in engaging citizen scientists to observe snow cover: from public engagement to an educational collaboration

The EXPLORA model of citizen science at schools: design and implementation in the intercultural south of Chile

Contact Info

Product

Resources

About