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Equitable Practices and STEM Teacher Education: Casting a Net for Improving STEM Teacher Education and Associated Teacher Practices
Fri, April 13, 12:00 to 1:30pm, Vancouver Convention Centre, Floor: First Level, East Ballroom ASession Submission Type: Roundtable Session
Abstract
This working roundtable includes a selection of papers that are primarily focused on equitable practices in STEM teacher education. Some of the included papers are internationally focused and represent nuanced types of equity pedagogy. Diversity in both student and teacher learning is a focus of discussion in the papers. Many of the papers emphasize teacher beliefs as a frame for their pedagogical approaches.
Sub Unit
Chair
Papers
A Parallel Mixed-Methods Exploration of Inclusion Strategies Being Used by Middle School Math and Science Teachers for Included Students With Autism - Whitney Lynn Moores-Abdool, Kutztown University of Pennsylvania
Exploring High School Teachers’ Discourse-Based Formative Assessment Practices in Mathematics Instruction - Michele D. Crockett, University of Illinois at Urbana-Champaign; Chang-Hua Chen, National Academy for Educational Research; Sun Hee Lee, University of Illinois at Urbana-Champaign; Johndamaseni Anacleti Zilimu, University of Illinois at Urbana-Champaign
Identifying Teachers’ Beliefs and Practices in Teaching Science to Middle School English Language Learner Students - Beth A. Wassell, Rowan University; Kathryn Scantlebury, University of Delaware; Sonya N. Martin, Seoul National University; Coniqua Abdul-Malik, Rowan University
Research-Based Approaches to Effective High School Mathematics Teaching for Traditionally Underserved Students - Jenn Persson, University of North Carolina - Chapel Hill
Using Cases as Triggers for Teachers’ Thinking About Practice: A Comparison of Responses to Animations and Videos - Patricio G. Herbst, University of Michigan - Ann Arbor; Karl Wesley Kosko, Kent State University