Preparing STEM teachers : the UTeach replication model

"STEM project-based instruction is a pedagogical approach that is gaining popularity across the USA. However, there are very few teacher education programs that focus specifically on preparing graduates to teach in project-based environments. This book is focused on the Uteach program, a STEM t...

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Bibliographic Details
Other Authors Goodell, Joanne E. (Editor), Koç, Selma (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, Inc., 2021.
Subjects
UTeach (Program)
Science teachers > Training of > United States.
Mathematics teachers > Training of > United States.
Project based learning > United States.
Education > Teaching > Subjects > Science & Technology.
Teacher training.
Teaching of a specific subject.
Educational: Sciences, general science.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806605095
DOI10.1108/978-1-64802-168-8
Physical Description1 online resource (xii, 437 pages) : illustrations;

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Table of Contents:
  • Preface / Joanne Goodell and Selma Koç
  • Section I. The uteach model and elements of success
  • Chapter 1. The development of the uteach model / Michael Marder
  • Chapter 2. Implementing and sustaining uteach programs: Lessons learned from national expansion / Pamela Romero and Kimberly K. Hughes
  • Chapter 3. Derivatives of the standard model / Diane E. Bennett and Joanne E. Goodell
  • Chapter 4. The uteach internship program: Serving the community and promoting stem education / Shelly R. Rodriguez and Amy L. Moreland
  • Chapter 5. Cross-pollination in an unusual setting: The success story of uteach dallas / Mary L. Urquhart
  • Chapter 6. Collaboration, communication and community: Transitioning from a traditional model / Jennifer M. Dechaine and Ian Loverro
  • Chapter 7. The many facets of induction support / Kelli Allen
  • Chapter 8. Uteach maker: Preparing future stem educators for classroom-based making / Shelly R. Rodriguez, Jason Harron, and Hannah Smith Brooks
  • Chapter 9. Laboratory schools to support the preparation of uteach preservice teachers / Michael Odell, Teresa Kennedy, Jo Ann Simmons, and Jaclyn Pedersen
  • Chapter 10. Innovative shared master teacher model: The university of maryland and a local school district / Anisha Campbell, Steven Karig, Kayla White, and Julie Brenner
  • Chapter 11. Aligning field and classroom experiences for secondary stem teacher preparation / Kristen Apraiz, Gayle Nelson Evans, and Thomas Dana
  • Section II. Innovative instructional programming
  • Chapter 12. The uteach instructional program, elements, and courses / Kimberly K. Hughes, Ashley R. Welch, and Amy L Moreland
  • Chapter 13. Stem teaching for social justice: Experiences in early fieldwork courses / Anita Sanyal Tudela, Sarah Henson-Darko, Steve Karig, and Kayla White
  • Chapter 14. Steps 1/2 combo: Summer field experiences on campus and in the community / Rachelle Haroldson
  • Chapter 15. Incorporating the clinical interview method into the knowing and learning in mathematics and science course / Selma Koç
  • Chapter 16. Classroom interactions: Course overview and description of an innovative co-teaching model / Patrick McGuire and Steve Ottmer
  • Chapter 17. A tale of two pbi classes / Katie Donaldson, Kate York, Robert Gagnon, and Cory Gavitt
  • Chapter 18. The evidence behind the uteach capstone course: Does project-based learning work? Dawn woods and candace walkington
  • Chapter 19. Vcast learning modules: A functions & modeling course innovation / Laurie O. Cavey, Jason Libberton, Tatia Totorica, Michele Carney, and Patrick R. Lowenthal
  • Chapter 20. Benefits of liberal arts curriculum in stem teacher preparation / Gregory D. Gilson
  • Section III. Research and future directions
  • Chapter 21. Developing the utop: A flexible stem observation instrument based on uteach principles / Candace Walkington, Michael Marder, and Elizabeth L. Adams
  • Chapter 22. Developing an assessment of attentiveness for program evaluation / Leslie Atkins Elliott, Michele Carney, Sara Hagenah, and Tatia Totorica
  • Chapter 23. Promoting early career teacher resilience through a calteach preparation program / Doron Zinger, Therese Shanahan, and Kris Houston
  • Chapter 24. Examining uteach graduates' employment choices: Outlining a framework for future research / Michael Horvath, Vasilios D. Kosteas, and Joanne E. Goodell
  • Chapter 25. How do intentions to teach relate to recruitment and retention of uteach program candidates? Melissa dodson, whitney cade, feng liu, and michael vaden-kiernan
  • Chapter 26. Computational thinking for stem teacher leadership training at louisiana state university / Fernando Alegre, Juana Moreno, Jerry S. Weltman, David Kirshner, John Arthur Underwood, Frank Neubrander, and James J. Madden
  • Chapter 27. Incorporating project-based learning into the secondary mathematics and science classroom: Is it pie in the sky? David m. Sparks and debbie jackson
  • Chapter 28. Exploring the effectiveness of fsu-teach graduates: An analysis through the lens of induction / Ellen Granger, Sherry A. Southerland, and Robin R. Smith
  • Chapter 29. Examining retention of uteach arlington graduates in high need classrooms / Ann M. L. Cavallo, Gregory R. Hale, and Erin Gonzales.

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