Extending Teacher Professional Development through an Online Learning Community: A Case Study

Wei, Liu; Carr, Ronald L.

doi:10.18785/jetde.0201.07

Cited by 28 publications

(27 citation statements)

References 10 publications

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“…Similar mindsets about engineering and elementary engineering education were also found among the elementary teachers in previous research on EfF Summer Academies (Liu, Carr, & Strobel, 2009). Given elementary teachers' unpreparedness for engineering teaching, it is reasonable to believe that there is much to be done by profession development providers to prepare elementary teachers for effective elementary engineering education.…”

Section: Introductionsupporting

confidence: 82%

From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties

Sun

2014

AJEE

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The present study sought to reveal how elementary teachers develop their engineering pedagogical content knowledge (PCK) after leaving professional development programs to practice engineering teaching in real classroom settings. Participants of this study were the elementary teachers who received one-week training of engineering education provided by EfF (a P-12 Engineering teaching and learning institute in a Midwestern university). Data of this study were collected from these elementary teachers through face-to-face interviews and an online open-ended survey. Based on a phenomenological research method and a constructivist ELC (engineering instruction, learners, and contexts) framework developed by the researchers to investigate engineering PCK development

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Section: Introductionsupporting

confidence: 82%

From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties

Sun

2014

AJEE

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“…In addition to teachers’ emphasis on planning, we observed that more than one teacher across both tasks devoted substantial class time to analysis and redesign. Based on prior studies, teachers often struggle with allocating sufficient time for analysis and optimization due to lack of time, resources, and administrative support (Lee & Strobel, ; Liu et al., ; Yasar et al., ). Other studies suggest that elementary school teachers do not have adequate knowledge or experience with engaging students with make meaning of their design solutions and interpreting performance results (Capobianco, Lehman, & Kelley, ).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, elementary teachers have been observed as resistant or uncomfortable with utilizing design‐based teaching methods (Cunningham, ; Guzey et al., ) and feeling a general lack of preparation and confidence in their engineering teaching abilities (Capobianco, ; Hammack & Ivey, ; Lee et al., ; Webb, ;). This is compounded by teachers’ concerns for meeting academic standards, high‐stakes testing, and a shortage of instructional time, curricular resources, and school support (Lee & Strobel, ; Liu, Carr, & Strobel, ; Yasar et al., ). As a result, the quantity and quality of engineering design‐based science teaching has been found to vary from classroom to classroom (Carson & Campbell, ).…”

Section: Engineering Design In the Elementary Science Classroommentioning

confidence: 99%

Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science instruction

2017

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In an effort to document teachers' enactments of new reform in science teaching, valid and scalable measures of science teaching using engineering design are needed. This study describes the development and testing of an approach for documenting and characterizing elementary science teachers' multiday enactments of engineering design-based science teaching. Using the tenets of ambitious teaching, we explore how Grade 4 teachers utilized elements of high-leverage practices in an effort to teach science using engineering design. Data included 33 hours of classroom observations, semistructured interviews, and teacher reflections. Using lesson event, classroom organization, and instructional codes analogous to the literature on the engineering design process, we generated and analyzed classroom event maps, noting trends across multiple and individual teacher classrooms. Results indicated percentages of time spent on different phases within the design process among multiple classrooms as well as consistency across individual cases that demonstrate teachers' capacity to enact ambitious teaching practices through engineering design-based science instruction. Implications suggest that our approach provides a useful method to not only document and characterize engineering design-based science teaching practices but also reveals complexities of leveraging student thinking through ambitious engineering teaching practices.

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“…However, findings from previous research also revealed elementary teachers' misconceptions about engineering and technology (Cunningham et al, 2006), their varying degrees of unfamiliarity with Design, Engineering and Technology (DET) (Hsu, Cardella, Purzer, & Diaz, 2010), and their perceived barriers to integrating engineering into elementary classrooms (Lee & Strobel, 2010). These misconceptions, unfamiliarity with DET, and perceived barriers have contributed to elementary teachers' fear of teaching engineering and skepticism about integrating engineering into their classrooms (Cunningham, 2008;Liu, Carr, & Strobel, 2009). …”

Section: Introductionmentioning

confidence: 99%

Elementary Engineering Education (EEE) Adoption and Expertise Development Framework: An Inductive and Deductive Study

Sun¹

2013

Journal of Pre-College Engineering Education Research (J-PEER)

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Elementary engineering education (EEE) is an educational innovation. Using Rogers's innovation diffusion model, the Concerns-Based Adoption Model (CBAM), and Dreyfus's skill acquisition model as its theoretical frameworks, this study investigated elementary teachers' EEE adoption and EEE expertise development. Data of this study were collected through face-to-face interviews and open-ended online surveys conducted with 73 elementary teachers who received one-week EEE training from INSPIRE, the Institute for P-12 Engineering Research and Learning at Purdue University. An analytic induction approach was adopted in the analyses of the data. Based on the data analyses results, an evidence-based EEE adoption and expertise development framework was constructed to describe the process of EEE adoption and EEE expertise development and to capture individual elementary teachers' differences in this process. This framework includes the four-staged EEE adoption dimension and the five-staged EEE expertise development dimension. This framework is able to reveal the ''synchronic differences'' and the ''diachronic progression'' in EEE adoption and EEE expertise development. While the ''synchronic differences'' indicate elementary teachers' different standings in the EEE adoption and EEE expertise development stages at a given time, the ''diachronic progression'' indicates progress along the stages over time. This framework is proposed to be used by EEE professional development programs to conceptualize, assess, and track their teacher learners' standings and progress in EEE adoption and EEE expertise development for the purpose of program improvement and the purpose of providing teacher learners with effective and on-going support.

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Extending Teacher Professional Development through an Online Learning Community: A Case Study

Cited by 28 publications

References 10 publications

From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties

From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties

Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science instruction

Elementary Engineering Education (EEE) Adoption and Expertise Development Framework: An Inductive and Deductive Study

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