Enhancing Urban Teachers' STEM, Technological, and Leadership Capacities through Innovative Instructional Practices

Autor/inn/en	Mishra, Punya; Wolf, Leigh Graves; Gunnings-Moton, Sonya; Seals, Christopher; Berzina-Pitcher, Inese; Mehta, Rohit
Titel	Enhancing Urban Teachers' STEM, Technological, and Leadership Capacities through Innovative Instructional Practices
Quelle	(2016), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Teaching; STEM Education; Technology Integration; Educational Innovation; Public Schools; School Districts; Teacher Leadership; Program Effectiveness; Program Development; Program Evaluation; Urban Schools; Pedagogical Content Knowledge; Technological Literacy; Technology Uses in Education; Creativity; Self Efficacy; Leadership Qualities; Teacher Effectiveness; Curriculum Implementation; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Urban education; Stadtteilbezogenes Lernen; STEM; Instructional innovation; Bildungsinnovation; Public school; Öffentliche Schule; School district; Schulbezirk; Lehrerfunktionsstelle; Programmplanung; Programme evaluation; Programmevaluation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pädagogische Kompetenz; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kreativität; Self-efficacy; Selbstwirksamkeit; Führungseigenschaft; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The MSU-Wipro UrbanSTEM & Leadership fellowship program was formed to enhance teaching and leadership capacities of teachers in a large urban school district. The program is built on Technical and Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) and its instructional approach uses the power of experience (Dewey, 1938) involving real world engagement with tools and pedagogies in STEM constructs. The effectiveness of the program was measured using a mix of quantitative and qualitative methods. Utilizing a repeated measures design, we evaluated the impact of the program on the teacher participants to develop a classroom experience that enhances learning. We found a significant difference in teacher efficacy, educational leadership, and the integration of technology into classroom practices. (As Provided).
Anmerkungen	AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01