Zobrazeno 1 - 10
of 35
pro vyhledávání: '"Margaret J. Mohr-Schroeder"'
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 1038 (2023)
When students feel successful, they tend to be more confident in their capabilities (i.e., higher self-efficacy), which is associated with improved performance, engagement, and self-regulation. Yet, the way in which learners interpret their experienc
Externí odkaz:
https://doaj.org/article/758d9db3576e4ffc8d6b33fbfb5567b7
Autor:
Christa Jackson, Margaret J. Mohr-Schroeder, Sarah B. Bush, Cathrine Maiorca, Thomas Roberts, Caitlyn Yost, Abigail Fowler
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-16 (2021)
Abstract We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM
Externí odkaz:
https://doaj.org/article/18084cb72d444b9e8b6ba159f25d4fdd
Autor:
Christopher R. Rakes, Michele L. Stites, Robert N. Ronau, Sarah B. Bush, Molly H. Fisher, Farshid Safi, Siddhi Desai, Ashley Schmidt, Janet B. Andreasen, Jon Saderholm, Lisa Amick, Margaret J. Mohr-Schroeder, Julian Viera
Publikováno v:
Education Sciences, Vol 12, Iss 2, p 133 (2022)
This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes dur
Externí odkaz:
https://doaj.org/article/dc84346d7a3e48c595e35b86d00609dd
Autor:
Thomas Roberts, Christa Jackson, Margaret J. Mohr-Schroeder, Sarah B. Bush, Cathrine Maiorca, Maureen Cavalcanti, D. Craig Schroeder, Ashley Delaney, Lydia Putnam, Chaise Cremeans
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-14 (2018)
Abstract Background Informal learning environments increase students’ interest in STEM (e.g., Mohr‐Schroeder et al. School Sci Math 114: 291–301, 2014) and increase the chances a student will pursue a STEM career (Kitchen et al. Sci Educ 102: 5
Externí odkaz:
https://doaj.org/article/fb3f9198955d40798791719b11eec82d
Autor:
Lawrence E. Holloway, Zhihua Qu, Margaret J. Mohr-Schroeder, Juan Carlos Balda, Andrea Benigni, Donald G. Colliver, Paul A. Dolloff, Roger A. Dougal, M. Omar Faruque, Zongming Fei, Yuan Liao, Roy A. McCann, R. Mark Nelms, Vijay P. Singh, Azadeh Vosoughi, Qun Zhou
Publikováno v:
IEEE Access, Vol 5, Pp 1416-1427 (2017)
In this paper, we consider collaborative power systems education through the FEEDER consortium. To increase students' access to power engineering educational content, the consortium of seven universities was formed. A framework is presented to charac
Externí odkaz:
https://doaj.org/article/e28ba0c07a3a4ef9afb1292b7a5634ed
STEM Education 2.0 discusses the most recent research on important selected K-12 STEM topics by synthesizing previous research and offering new research questions. The contributions range from analysis of key STEM issues that have been studied for mo
Autor:
Sarah B. Bush, Daniel Edelen, Thomas Roberts, Cathrine Maiorca, Jessica T. Ivy, Kristin L. Cook, L. Octavia Tripp, Megan Burton, Sahar Alameh, Christa Jackson, Margaret J. Mohr-Schroeder, D. Craig Schroeder, Regina P. McCurdy, Richard Cox
Publikováno v:
Pedagogies: An International Journal. :1-20
Autor:
Margaret J. Mohr-Schroeder, Brandon Ofem, Michael E. Beeth, Keith Sheppard, Jessica Doering, Rebecca Konz, Gillian H. Roehrig, Gregory T. Rushton, Brock Couch, Samuel J. Polizzi
Publikováno v:
Economic Development Quarterly. 35:40-52
There is currently a severe shortage of teachers in the U.S. workforce. The problem is especially acute among science, technology, engineering, and mathematics (STEM) teachers and exacerbated by high turnover among new teachers—those with less than
Publikováno v:
School Science and Mathematics. 120:402-412
Autor:
Ashley Delaney, Christa Jackson, Cathrine Maiorca, Margaret J. Mohr-Schroeder, Sarah B. Bush, Soledad Yao Soledad, Thomas Roberts
Publikováno v:
International Journal of Science and Mathematics Education. 19:45-64
Little research has been done to examine the impact of informal science, technology, engineering, and mathematics (STEM) learning on middle school students’ career aspirations. Participants included 507 incoming fifth through eighth graders from un