Search results for author:"Gillian Roehrig"
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Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4902–4909
This study investigated the impacts of two constructivist frameworks, constructionism and social constructivism, on students’ awareness and activism in solving environmental problems. Additionally, social networking technologies were integrated into ...
Constructing Media Artifacts in a Social Constructivist Environment to Enhance Students' Environmental Awareness and Activism
Journal of Science Education and Technology Vol. 24, No. 1 (February 2015) pp. 103–118
Current science education reforms and policy documents highlight the importance of environmental awareness and perceived need for activism. As "environmental problems are socially constructed in terms of their conceptualized effects on...
Affordance and reflection: a design-based research approach to improving reflective practice among new science teachers in an online environment
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1863–1865
The Teacher Induction Network (TIN) is an online induction program for beginning secondary science and mathematics teachers. The program is in its eighth year of operation and has served over 160 teachers. The on-going development of TIN has been...
Designing Social Networks to Promote Student Motivation and Engagement in Alternative School Environments
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4333–4340
: Recent research showed that students’ awareness, attitudes and understandings are mainly influenced by media coverage (Barraza & Walford, 2002; Jinliang et al., 2004), and more recently, from media and interactions in social networks (Pempek,...
Project TIN – Using collaborative synchronous and asynchronous technologies to deliver online, community-based induction for beginning teachers
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4686–4689
Online induction programs can help retain and improve beginning teachers' practice through content specific mentoring, peer support, and professional development activities and resources. This poster describes collaborative synchronous and...
International Journal of Education in Mathematics, Science and Technology Vol. 4, No. 4 (2016) pp. 272–283
As the learning paradigms are shifting to include various forms of digital technologies such as synchronous, asynchronous, and interactive methods, social networking technologies have been introduced to the educational settings in order to increase...
Commentary: Response of the Association of Science Teacher Educators to “An Interview with Joseph South”
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 160–162
It is the position of the Association for Science Teacher Education that qualified science teachers should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the...
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 2 (June 2012) pp. 162–183
The integration of technology in teaching is still challenging for most teachers, even though there has been a historical growth of Internet access and available educational technology tools in schools. Teachers have not incorporated technology into ...
From Consumers to Creators: Adventure Learning and its Impacton Pre-Service Teachers’ TPACK and Technology Integration
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2834–2841
This study utilizes an explanatory embedded case study methodology (Yin, 2014) to observe the effect of an Adventure Learning (AL) experience on pre-service K-12 science teachers’ TPACK and technology integration in the context of a graduate-level...
Teaching Science with Technology: Case Studies of Science Teachers' Development of Technological Pedagogical Content Knowledge (TPCK)
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 25–45
This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1245–1254
In this systematic review, we examine multiple perspectives on the role of technology (hereafter “T”) in the field of integrated science, technology, engineering, and mathematics (hereafter “STEM”) for the last two decades. We identify prominent...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) p. 2396
In this presentation, we explore how the Teacher Induction Network (TIN) online mentoring program addresses the challenges of developing online communities, provides subject-specific professional development and promotes reflection on classroom...
The “T” in STEM: How elementary science teachers’ beliefs of technology integration translate to practice during a co-developed STEM unit
Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 4 (October 2017) pp. 339–349
In the age of STEM education, teachers consistently struggle to understand the nature of technology and how to integrate it. This multiple-case study uses the TPACK framework to explore the beliefs and practices of three elementary science and...
Journal of Science Education and Technology Vol. 23, No. 3 (June 2014) pp. 458–470
The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports...
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 404–421
This study examines the use of a digital video annotation tool used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). TIN is an online induction program in its ninth year of existence and has...
Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program
Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 245–272
Induction programs have become a leading model of providing coherent, targeted support for beginning teachers who are most at risk for leaving the profession. This comparison study assessed the impact of a designed teacher leadership intervention to ...
Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course
International Journal of Designs for Learning Vol. 9, No. 1 (Jun 13, 2018) pp. 14–33
Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students...
K-12 STEM Education Vol. 3, No. 2 (Apr 03, 2017) pp. 193–203
As national reform documents and movements in the United States, such as Next Generation Science Standards (NGSS Lead States, 2013), push K-12 educators to begin to include engineering and integration of the STEM disciplines, there is a need to...
Journal of Pre-College Engineering Education Research Vol. 1, No. 2 (2011)
To gain a better understanding of teachers' beliefs about, perceptions of, and classroom practices using STEM integration, a multi-case case study was conducted with three middle school teachers. These teachers were purposefully selected from a pool ...
From Conception to Curricula: The Role of Science, Technology, Engineering, and Mathematics in Integrated STEM Units
International Journal of Education in Mathematics, Science and Technology Vol. 6, No. 4 (2018) pp. 343–362
The purpose of this qualitative study was to investigate the conceptions of integrated STEM education held by in-service science teachers through the use of Photo Elicitation Interviews (PEIs) and to examine how, if at all, those conceptions were...
Samuel J. Polizzi; Michelle Head; Donna Barrett-Williams; Joshua Ellis; Gillian H. Roehrig; Gregory T. Rushton
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 75, No. 1 (October 2018) pp. 174–186
Induction training is a leading model for supporting teachers in today's challenging profession. We describe an online induction support scaffold designed around teacher leadership, and investigate how novice US teachers use leadership roles to...
"Gaa-Noodin-Oke" (Alternative Energy/Wind Power): A Curriculum Implementation on the White Earth Reservation
Journal of STEM Education Vol. 15, No. 3 (Dec 02, 2014) pp. 5–13
A wind energy focused curriculum for grades 4-8 was designed and implemented to promote the understanding of wind energy concepts with American Indian students. 57 students who participated in the 2009 summer program of the "Reach for the Sky...
We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices
Journal of Science Education and Technology Vol. 20, No. 5 (October 2011) pp. 566–578
Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self...