Affect and engagement during small group instruction

Two studies (Study 1: n = 137; Study 2: n = 192) were conducted to investigate how upper-elementary students’ affect during small group instruction related to their social-behavioral engagement during group work. A circumplex model of affect consisting of valence (positive, negative) and activation (high, low) was used to examine the relation of affect to social loafing and quality of group interactions. Across both studies, negative affect (feeling tired or tense) was associated with higher rates of social loafing. Neutral to deactivated positive affect, such as feeling happy or calm, was positively related to positive group interactions, while deactivated negative affect (tired) was negatively associated with positive group interactions. Follow-up cross-lagged analyses to examine reciprocal relations suggested that positive group interactions altered affect on subsequent group tasks, but affect was not related to changes in positive group interactions. These quantitative findings were supplemented with a qualitative analysis of six small groups from Study 2. The qualitative analyses highlighted the reciprocal and cyclical relations between affect and social-behavioral engagement in small groups.     

Bringing equity to underserved communities through STEM education: implications for leadership development

ABSTRACT

STEM Education is sweeping the United States, prompted primarily by the recent adoption of the Next Generation Science Standards. The surge in interest in STEM Education is beneficial for local schools and communities, and promises to positively impact students, teachers, school leaders, community members, and the future workforce. Unfortunately, inequitable hegemonic structures and practices limit urban students’ access to knowledge, resources, and a comprehensive and fair educational experience. This article explores the STEM activities in place at the Center for Innovation in STEM Education (CISE), at a local university in greater Los Angeles. From a historical context, CISE data show that an approach to STEM education that focuses on serving underrepresented populations by creating a pipeline, can serve as an example for K-12 schools, universities, and educational leaders seeking equitable practices in the field of STEM education. We identify implications for leadership development for school leaders, teacher leaders, and districts.     

Participation in structured STEM-focused out-of-school time programs in secondary school: Linkage to postsecondary STEM aspiration and major

In this paper, we explore how secondary school students' participation in structured, math- and science-focused programs outside of school is associated with the aspiration to, and actual enrollment in, a STEM major in college. Moreover, we examine how varying sociodemographic backgrounds are related to their participation in these programs. Using expectancy-value theory and social cognitive career theory as our conceptual frameworks, we conduct a path analysis based on a nationally representative panel dataset. Results indicate that students who participate in structured science-focused out-of-school programs in eighth grade are more likely to express an aspiration to and choosing a STEM major in college. The intersection of sociodemographic backgrounds further highlights the intricate differences in math-focused programs participation outside of school between Latinx and White adolescents of varying socioeconomic status.     

美国STEM教育改革的走向——基于《STEM2026:STEM教育创新愿景》的分析

为了更好促进美国STEM教育改革,美国出台了《STEM2026:STEM教育创新愿景》。该报告提出:STEM教育要从娃娃抓起;STEM教育要丰富生源,让更多弱势群体接受优质STEM教育;STEM教育要从校内走向校外,构建校内外一体化的STEM教育环境;STEM课程要注重学科的交叉整合,不仅要实现科学、技术、工程和数学之间的融合,还要重视STEM与其他学科的融合;STEM教学要融入游戏且具有风险性,让学生在探究中感知STEM教育的魅力,且养成不畏险阻的科学精神;STEM考评方式要多样且能促进学生更好地学习,为此考评方式要创新且具操作性。     

Measures of preschool children's interest and engagement in literacy activities: Examining gender differences and construct dimensions

Multiple approaches to measuring preschool children's literacy interest and engagement (i.e., parent-, teacher-, child-reported child literacy interest and observer-reported child literacy engagement) were examined in a sample of 167 four- and five-year-old children (M = 56.62 months, SD = 6.01) enrolled in Head Start. Associations among measures as well as gender differences and dimensions of preschooler's literacy interest and engagement were examined across measures. Measures were not strongly associated. There were small, but significant correlations between parents’ and teachers’ reports of children's literacy interest, and teachers’ reports of children's literacy interest and observers’ reports of children's literacy engagement. Gender differences were found for parent- and teacher-report measures, with teachers and parents rating girls higher on interest. Patterns of factor loadings differed between adult and child measures. Implications of findings are discussed.     

Triple nexus: improving STEM teaching through a research-public engagement-teaching nexus

In this Reflection on Practice we propose a triple nexus of research, public engagement and teaching that could provide a new pathway for academic developers to enable greater engagement in learning and teaching issues from science, technology, engineering, and mathematics (STEM) academics. We argue that the public engagement activities demanded by STEM research funding can become proxies for the development of similar skills and dispositions essential to good university teaching.     

A model for principals' STEM leadership capability

In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross-sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline-specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.     

Situational interest,cognitive engagement,and achievement in physical education

Students’ learning has been the center of schooling. This study examined the contribution of situational interest motivation and cognitive engagement in workbooks to student achievement in learning health-related fitness knowledge. Situational interest, performance on solving workbook problems, and knowledge gain in cardio-respiratory fitness and benefits were measured in 670 third-grade students from 13 randomly selected urban elementary schools. Structural equation modeling and regression curve estimation analyses revealed that situational interest contributed little to workbook performance and knowledge gain. Performance on solving workbook problems contributed significantly to knowledge gain. The results also show that skipping workbook tasks had stronger negative impact on knowledge gain than performing the tasks incorrectly, suggesting the importance of engaging students in the learning process by attempting the workbook tasks. The findings reinforced the value of using workbooks to facilitate cognitive knowledge learning in physical education, but raised questions about the direct function of situational interest on engaging students in cognitive learning.     

The effects of prior informal science and math experiences on undergraduate STEM identity

ABSTRACT

Background

Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people’s academic aspirations, interest and competence in science and math domains.     

Transforming engagement in literacy instruction: The role of student genuine interest and ability

In this case study paper, I describe my work with Bill, a first grade boy with dyslexia. My goals were to identify his interests and abilities and create contexts in which these interests and abilities supported his literacy learning. A theoretical foundation that merged current understandings of highly effective pedagogical practices for individuals with dyslexia with Dewey’s (1913) theory of genuine interest within a social-constructivist perspective (Vygotsky 1987, 1993) was utilized. A noticeable improvement in Bill’s willingness to engage in activities of reading, writing, and phonological awareness occurred when he was given a voice in the activities. Within contexts of literacy learning that allowed him to demonstrate his interests and talents, Bill became increasingly engaged in activities surrounding the reading and writing of text. Ultimately, this project was successful in creating a context, for this six-year-old boy with dyslexia, in which meaningful learning took place and motivation was provided for future literacy learning.     

Reward and recognition for university teaching in STEM subjects

In recent years, universities have appointed an increasing number of ‘teaching-only’ or ‘teaching-dominant’ staff. While the balance of reward and recognition between teaching and research has been extensively considered for staff engaged in both, this is the first attempt to look at the situation of staff appointed on teaching–only contracts. Our survey reveals an enthusiastic workforce, which nevertheless feels undervalued by the system. This is an important issue for the development of higher education.     

A Model of Factors Contributing to STEM Learning and Career Orientation

The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students’ pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.     

Student engagement and inclusive education: reframing student engagement

Engagement, or student engagement, is widely used in educational research and public discourse to refer to the problem of public education. The underlying ontological and epistemological assumptions buoying engagement are rarely, if ever, addressed by educational researchers. The ‘silent omission’ (Sidorkin 2014. “On the Theoretical Limits of Education.” In Making a Difference in Theory: The Theory Question in Education and the Education Question in Theory, edited by Julie Allan Gert Biesta and Richard Edwards, 121–137. New York: Routledge) of engagement’s metaphysics has implications for inclusive education. This paper finds that despite being employed with good intent, engagement operates in a paradigm of normativity. In a gesture of bifocality (Weis and Fine 2012. “Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design.” Harvard Educational Review 82 (2): 173–201), I critique engagement discourse and its historical context to find that it reproduces a longstanding tradition of psychologising public problems (Fine and Cross 2015. “Critical Race, Psychology and Social Policy: Refusing Damage, Cataloguing Oppression, and Documenting Desire.” In Contextualizing the Costs of Racism, edited by A. Alvarez and H. Neville. Washington, DC: APA Publications), thereby displacing conversations about what may be the most influential issue of public education: social and economic inequality. A reframing of engagement as [student/teacher] engagement is proposed. Highlighted in the reframing is the educational relationship and the context in which it is nested. Mitigated is the pathologising and exclusionary effect of engagement discourse which operates within a dialectic of normal/engaged // ab/normal/disengaged.     

The best laid plans: Educational innovation in elementary teacher generated integrated STEM lesson plans

ABSTRACT

Students need to be prepared for the 21st century by developing the literacy skills necessary for participating in the age of synthesis—an age that requires a progressive set of skills and knowledge. The authors identified nine educational innovations that are perceived to be effective for preparing students for the 21st century age of synthesis society. They coded a collection of 39 teacher-generated Grade 3–5 science, technology, engineering, and mathematics (STEM) lesson plans to document the extent to which the teachers included these nine educational innovations their STEM lesson planning. The authors found practices such as project-based and student-centered learning (which are common established approaches to teaching STEM) to be strongly represented in the plans, whereas practices such as family involvement and place-based learning (which have not been traditionally used in STEM instruction) were less evident in the plans. In their discussion they explore the implications for STEM teaching, and potential directions for future research.     

Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Inquiry-based instruction has become a hallmark of science education and increasingly of integrated content areas, including science, technology, engineering, and mathematics (STEM) education. Because inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to think and act like scientists, it is considered a signature pedagogy of science education. In this article the authors discuss the nature of scaffolded inquiry-based instruction and how it can be applied to the use of emerging technologies, such as data mashups and cloud computing, so that students not only learn the content of STEM, but can also begin answering the critical socioscientific questions that face the modern era.     

Changes in science teachers' conceptions and connections of STEM concepts and earthquake engineering

ABSTRACT

The authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors investigated the conceptual changes of secondary school teachers teaching domain-specific STEM courses after a week-long professional development experience integrating earthquake engineering and domain-specific concepts. They documented and then triangulated outcomes of the experience using participating teachers' concept maps and teacher-generated written materials, respectively. Statistical comparisons of participants' concept maps revealed significant increases in their overall understanding of earthquake engineering and more accurate linkages with and among science domain-specific concepts. Content analyses of teachers' learning products confirmed the concept map analysis and also provided evidence of transfer of workshop learning experiences into teacher-designed curriculum products accurately linking earthquake engineering and domain-specific STEM content knowledge.