A5087797566- Indigenous and Place-Based Education
- Teacher Education and Leadership Studies
- Environmental Education and Sustainability
- Youth Development and Social Support
- Diverse Educational Innovations Studies
- COVID-19 and Mental Health
- Outdoor and Experiential Education
- Resilience and Mental Health
- Educator Training and Historical Pedagogy
- Educational Environments and Student Outcomes
- Career Development and Diversity
- Early Childhood Education and Development
- Motivation and Self-Concept in Sports
Colorado State University
2018-2024
University of Puget Sound
2015
Abstract Disruptions to education systems (e.g., the COVID‐19 pandemic) evoke a range of responses from teachers. Teachers are required learn new skills, attend students' social emotional needs, modify their instructional approaches, and discover innovative ways engage students in science, technology, engineering courses, all while managing own professional personal needs. Although teachers disciplines adjust curricular approaches response disruptions, impetus for this study was explore...
The Problem US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. can be explained by both low teacher recruitment high turnover; however, the reasons why teachers leave profession are complex. Solution We argue that professional development programs often focused on how meet needs their students but ignore build own resilience. draw from research self-efficacy ecological adaptive capacity to...
There is an alarming shortage of qualified STEM teachers in American PK-12 schools. The COVID-19 pandemic may exacerbate this crisis and consequently affect who participates future innovation. At three points during the pandemic, we surveyed early career were supported by National Science Foundation as they began teaching high-needs school districts. Teachers felt connected to their professional academic communities reported intentions remain profession, while those isolated leaving. It...
Environmental education researchers and policy makers acknowledge the need to act responsibly toward environment. Yet, teachers do not always know how help students translate environmental knowledge into sustainable action. This study examines implementation of locally developed place-based (PBE) curriculum for middle school science classes with intention promoting environmentally positive behaviors. Camera traps were placed near schools provided photographic data urban wildlife use during...
Abstract As the pandemic began to disrupt school systems in March 2020, teachers were expected quickly modify their instructional approaches. We recruited science, technology, engineering, and mathematics who recipients of National Science Foundation scholarships based on high‐quality academic record commitment working high‐needs districts participate a longitudinal survey study. Participants ( n = 153) graduated from universities or colleges Mountain West western region Midwest. Through...
Place-based education (PBE) offers teachers a unique opportunity to increase engagement and academic outcomes while strengthening students' connections their environment inspiring future conservation. In most instances, classroom must independently choose implement PBE, such as when discussing topics surrounding wildlife the environment. Environmental values orientations of may explain teachers' implementation PBE. Through thematic analysis phenomenological interviews with 11 middle high...
OPINION article Front. Educ., 13 July 2022Sec. STEM Education https://doi.org/10.3389/feduc.2022.910324