Measuring the factors affecting the implementation process are critical steps for understanding how, why, and under what circumstances integrated STEM curriculum innovations work. The overarching goal of this National Science Foundation (NSF) funded project was to design, field-test, implement, and evaluate contextualized integrated STEM learning…

This research examined theory based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were…

This paper presents the development process of a "praxeology" (theory-of-practice) for supporting the teaching of proofs in a CAS environment. The characteristics of the praxeology were elaborated within the frame of a professional development course for teaching analytic geometry with CAS. The theoretical framework draws on Chevallard's…

The Participatory Culture-Specific Model of Course Development (PCSMCD), adapted from the Participatory Culture-Specific Intervention Model, is a proposed framework to address challenges to social justice education by addressing the following four course variables: instructor characteristics, instructor experiences, student characteristics, and…

The authors believe that many teacher educators are charged with teaching and advising those seeking initial teacher licensure. They must make a concerted effort to have students reflect seriously on the meanings they are constructing of their work. They need to ask them to gauge continually their confidence in their career choice when they are…

Suggests a model of knowing in which theory may emerge from classroom practice. Proposes establishing a network of writing teachers whose mission is to render accounts from the field. Argues that a dialogue between practitioners and theoreticians is long overdue. (RS)

This article examines how the democratic practices of a teamed model of student teaching affect the student teachers' susceptibility to be "summoned" by cultural myths of teaching as described by Britzman. Development and implementation of the teamed model was the basis for a case study of the mediation of power within the context of a student…

This paper shares the development and evolution of a pragmatic-experiential model of teacher education at the University of West Alabama. The model is grounded in the theories and philosophies promoted by Dewey and James. The philosophy of pragmatism encourages testing the authenticity or truth of ideas through experience. Experientialism, an…

The purpose of this study was to determine the nature of teachers' implicit in-action mental models about children's minds and learning, as inferred through the ways they teach. The work was based on the theoretical works of D. Schon, L. Shulman, and P. N. Johnson-Laird. Study participants included 24 student, novice, and experienced teachers. All…

Research on teaching does not play a significant role in the practice of teaching in schools despite the fact that the first scientific studies of teaching were reported nearly 90 years ago. Although there is clear evidence that practical classroom experience unaided by research is not a sufficient basis for effective teaching, it is also true…

Trends in the academic field of adult education were examined by exploring the collective perspectives of 52 long-time university professors in the United States. The following data sources were used: biographical vitae; written responses to an interview guide; and semi-structured oral history interviews conducted primarily by telephone. The study…