TY - GEN
T1 - Middle and high school teacher professional development
AU - Schimmel, Keith A.
AU - Jost, Muktha
AU - Carter, Tyrette Sherlone
AU - Watlington, Shawn Raquel
AU - McManus, Terrie Ruth
AU - Bililign, Solomon
AU - Worrell, Terry White
AU - Lin, Yuh Lang
PY - 2012
Y1 - 2012
N2 - A professional development model for middle and high school STEM teachers has been developed, implemented over two years, and assessed. The model involves a partnership between the middle and high school teachers and administrators, education graduate students and faculty, STEM graduate students and faculty, and a NOAA research center. The highlight of the teacher experience was a three week intensive Summer Research Institute in which teachers developed modules connected to Earth systems science research, NASA research, and North Carolina science and mathematics standards-based curricula. Twenty high school science and mathematics teachers from the Central Region of Guilford County Schools participated in the Institute both summers. This arrangement provided an opportunity for the teachers to explore together how STEM concepts can be integrated between mathematics and science courses. During the second summer, the high school teachers served as mentors for twenty middle school science and math teachers from the same school district region. This arrangement provided an opportunity for the teachers to explore together how STEM concepts are taught and understood by students as students matriculate from middle to high school STEM classes. Web 2.0 technologies were demonstrated and utilized. The professional development model was assessed through surveying and focus group interviews with the participants along with evaluation of the curriculum developed. © 2012 American Society for Engineering Education.
AB - A professional development model for middle and high school STEM teachers has been developed, implemented over two years, and assessed. The model involves a partnership between the middle and high school teachers and administrators, education graduate students and faculty, STEM graduate students and faculty, and a NOAA research center. The highlight of the teacher experience was a three week intensive Summer Research Institute in which teachers developed modules connected to Earth systems science research, NASA research, and North Carolina science and mathematics standards-based curricula. Twenty high school science and mathematics teachers from the Central Region of Guilford County Schools participated in the Institute both summers. This arrangement provided an opportunity for the teachers to explore together how STEM concepts can be integrated between mathematics and science courses. During the second summer, the high school teachers served as mentors for twenty middle school science and math teachers from the same school district region. This arrangement provided an opportunity for the teachers to explore together how STEM concepts are taught and understood by students as students matriculate from middle to high school STEM classes. Web 2.0 technologies were demonstrated and utilized. The professional development model was assessed through surveying and focus group interviews with the participants along with evaluation of the curriculum developed. © 2012 American Society for Engineering Education.
UR - https://peer.asee.org/21693
U2 - 10.18260/1-2--21693
DO - 10.18260/1-2--21693
M3 - Conference contribution
SP - 25.936.1-25.936.16
BT - 119th ASEE Annual Conference and Exposition
PB - ASEE Conferences
ER -