Jennifer L. Maeng

ORCID: 0000-0003-4955-4023
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About
Contact & Profiles
Research Areas
  • Science Education and Pedagogy
  • Diverse Educational Innovations Studies
  • Bullying, Victimization, and Aggression
  • Gun Ownership and Violence Research
  • Education Discipline and Inequality
  • Innovative Teaching Methods
  • Education and Critical Thinking Development
  • Teacher Education and Leadership Studies
  • Innovative Teaching and Learning Methods
  • Evaluation of Teaching Practices
  • Educational Strategies and Epistemologies
  • Online and Blended Learning
  • Engineering Education and Curriculum Development
  • Gender and Technology in Education
  • Problem and Project Based Learning
  • Educational Research and Pedagogy
  • Education and Technology Integration
  • Animal and Plant Science Education
  • Experimental Learning in Engineering
  • Healthcare Education and Workforce Issues
  • Engineering Education and Pedagogy
  • Collaborative Teaching and Inclusion
  • Design Education and Practice
  • Education and Learning Interventions
  • Science Education and Perceptions

University of Virginia
2016-2025

Michigan Technological University
2024

American Society For Engineering Education
2024

Charlottesville Medical Research
2015-2018

Curry College
2015-2017

Abstract This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use technology during their student teaching experiences. Participants included 26 teachers enrolled in 2‐year Master Teaching program. A specific goal was to prepare support reform‐based instruction. To this end, integrated instruction across five courses and within context science. variety data sources were used characterize...

10.1002/tea.21075 article EN Journal of Research in Science Teaching 2013-01-25

Abstract This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct courses, yet little, if any, research examines professional development (PD) for or relationships instructors students settings. The use of (UTAs) same manner as graduate (GTAs) inquiry‐based lab settings has to be explored. quantitative explored how TAs’ content knowledge, beliefs about teaching, confidence change a result...

10.1002/tea.21373 article EN Journal of Research in Science Teaching 2016-12-05

ABSTRACT Although behavioral threat assessment and management (often shortened to “threat assessment”) has become widely used in US schools, no studies have systematically examined how frequently schools conduct assessments rates vary as a function of student school demographics. Of particular concern is that students with disabilities receive at disproportionately high rates. This study the 1‐year frequency statewide sample 611 elementary, 341 middle, 269 reporting 15,301 assessments, which...

10.1002/pits.23399 article EN Psychology in the Schools 2025-01-27

This investigation examined outcomes associated with nature of science (NOS) instruction along a science-content context continuum on the development secondary preservice teachers' conceptions and plans to teach NOS, moving beyond common dichotomy contextualized versus noncontextualized instruction. Participants comprised six teacher cohorts (n = 70) enrolled in two-year Master Teaching program. were explicitly taught current NOS using activities that incorporated varied degrees...

10.1080/09500693.2016.1151960 article EN International Journal of Science Education 2016-02-11

School psychologists are frequently called upon to assess students who have made verbal or behavioral threats of violence against others, a practice commonly known as threat assessment. One critical issue is whether the outcomes assessment generate kind racial disparities widely observed in school disciplinary practices. In 2013, Virginia became first state mandate teams all public schools. This study examined consequences for 1,836 received 779 elementary, middle, and high schools during...

10.17105/spr-2017-0030.v47-2 article EN School Psychology Review 2018-06-01

Threat assessment has been widely endorsed as a school safety practice, but there is little research on its implementation. In 2013, Virginia became the first state to mandate student threat in public schools. The purpose of this study was examine statewide implementation and identify how teams distinguish serious from nonserious threats. sample consisted 1,865 cases reported by 785 elementary, middle, high Students ranged pre-K Grade 12, including 74.4% male, 34.6% receiving special...

10.1037/spq0000220 article EN School Psychology Quarterly 2017-08-17

The purpose of this qualitative investigation was to better understand teaching assistants' (TAs') perceptions training in a guided inquiry undergraduate general chemistry laboratory context. developed using existing TA literature and informed by situated learning theory. TAs engaged prior (∼25 hours) attended weekly meetings throughout the year (∼60 hours). Assessment utilized constructivist framework TAs' supporting their implementation laboratory. Participants included 20 graduate 8...

10.1039/c5rp00104h article EN Chemistry Education Research and Practice 2015-01-01

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants differentiated instruction (DI) their lesson implementation. Data semi-structured interviews and field notes minimum classroom observations, to capture variety differentiation strategies employed. These...

10.1080/09500693.2015.1064553 article EN International Journal of Science Education 2015-07-15

Abstract Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, nature (NOS) instruction following participation professional development (PD) as well the components PD that teachers perceived facilitated these changes. Results indicated PD, treatment teacher ( n = 139) understandings confidence for teaching NOS, PBL were significantly...

10.1002/sce.21562 article EN Science Education 2020-01-11

Abstract Recent education reforms including the Next Generation Science Standards emphasize integrating engineering into K‐12 science instruction. Although prior studies have characterized design (ED) in settings, no validated protocols attempt to characterize ED integration secondary classrooms. The present study used and observation protocol literature develop, validate, test reliability of Classroom Observation Protocol for Engineering Design (COPED) instrument. Consistent with...

10.1002/tea.21557 article EN Journal of Research in Science Teaching 2019-05-23

The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants' (TAs') content knowledge beliefs about within the context an inquiry-based laboratory course. TAs received professional development (PD), which informed by TA training literature base designed for implementing a guided inquiry approach general chemistry instruction. engaged ∼20 h presemester PD ∼30 weekly follow-up during semester. study utilized multiple-methods social constructivist...

10.1021/acs.jchemed.6b00373 article EN Journal of Chemical Education 2016-11-07

Threat assessment has been proposed as a method for schools to respond student threats of violence that does not rely on exclusionary discipline practices (e.g., suspension, transfer, expulsion, arrest). The present study compared disciplinary consequences 657 students in 260 using the Comprehensive Student Assessment Guidelines (CSTAG) with comparison group 661 267 more general threat approach. odds receiving CSTAG would receive suspension (OR = 0.59) or law enforcement action 0.47) were...

10.1080/15388220.2019.1707682 article EN Journal of School Violence 2019-12-30

10.1016/j.jadohealth.2024.04.028 article EN Journal of Adolescent Health 2024-09-01

This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of PD were aligned with Cunningham Carlsen’s [(2014). Teaching practices. Journal Science Teacher Education, 25, 197–210] guidelines for promoted inclusion within teaching. treatment group included 219 from 83 schools. Participants in...

10.1080/09500693.2017.1340688 article EN International Journal of Science Education 2017-06-28

Undergraduate science courses typically rely on teaching assistants (TAs) to teach introductory laboratory classes. However little research investigates how support TAs implement reform-based in undergraduate settings, and particular, what factors may influence TAs’ motivation within instructional contexts. This qualitative study used an Expectancy-Value Theory (EVT) framework of explore: (1) expectancy beliefs subjective values project-based inquiry contexts; (2) relationships among value...

10.1039/c8rp00157j article EN Chemistry Education Research and Practice 2018-07-31

The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early teaching build their instructional practices. Although there is growing interest in studying new teachers' reform-based instruction, little known about science implementation process skills, inquiry, problem-based learning (PBL). purpose this study was to understand how participation two-year programme influenced extent PBL enacted...

10.1080/09500693.2021.1919334 article EN International Journal of Science Education 2021-04-29

Lindsay B. Wheelera* , Bridget K. Mulveyb Jennifer L. Maengd Mila Rosa Librea-Cardenb* & Randy Bellca Center for Teaching Excellence, University of Virginia, Charlottesville, VA, USAb School Teaching, Learning and Curriculum Studies, Kent State University, Kent, OH, USAc College Education, Oregon Corvallis, OR, USAd Curriculum, Instruction, Special Curry Education Human Development, USA

10.1080/09500693.2019.1647473 article EN International Journal of Science Education 2019-08-05

Abstract This study describes how district science coordinators supported teachers and implemented professional development in their districts following participation the Science Coordinator Academy. qualitative descriptive case comprised three from a mid‐Atlantic state, as well principals those districts. Data sources, including observations, surveys, artifacts, interviews, were analyzed using framework method (Gale, Heath, Cameron, Rashid, & Redwood, 2013). District context,...

10.1002/sce.21337 article EN Science Education 2018-02-28
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