The purpose of this explanatory sequential mixed method design was to investigate, identify and document the similarities and differences in perceptions when implementing a STEAM (Science, Technology, Engineering, Arts, and Mathematics) education between teachers and administrators at the K-12 level. Throughout this process, teachers' and…

The purpose of this comparative, bounded, and embedded case study (Creswell & Poth, 2018) is to understand the development and implementation of district administered preparation opportunities which support technology integration in secondary social studies classrooms at Hiawatha Middle and High School, a high achieving suburban school…

Teacher certification exams are supposed to assess if a student is likely to succeed in teaching. What if an exam seems to be inappropriate? This article is an inquiry of the New York State Content Specialty Test for Early Childhood Candidates, particularly the math section. It raises the issue of whether we are asking the right questions and…

The purpose of this qualitative hermeneutic phenomenological study was to understand the lived experiences of teachers in kindergarten through first grade utilizing digital technologies to engage elementary students during mathematics instruction. This phenomenological study was guided by the following research questions. (1) How do elementary…

All teachers, regardless of their backgrounds, require appropriate preparation to address the necessities of all students. A significant challenge in preparing teachers is ensuring they are familiar with the unique characteristics of the different group of students in their classrooms. According to New York State of Education (NYSED), the…

To foster proper educational growth and to ensure equal scholastic opportunities for students in Kindergarten through twelfth grade (K-12) in the United States of America, the state governors and chief school officers established the Common Core State Standards (CCSS). Teachers being at the forefront in realizing the goals of these standards,…

Formative assessment may assist teachers in identifying gaps in learning for individual students, thereby providing an avenue for teachers to adjust instruction accordingly. The problem addressed in this study is the insufficient achievement in literacy for English language learners. English language learners may have an even greater need for…

The purpose of this study is to explore elementary educators' perceptions regarding what it means to conceptually understand mathematics, the emphasis teachers place on utilizing evidence-based teaching processes, as identified as effective by National Council of Teachers of Mathematics (NCTM), and how these perceptions influence their…

Empowering students to utilize science and mathematics to solve the world's problems is needed to prepare them for their future. To do that, science and mathematics teachers must know how to integrate engineering into their classrooms. In this chapter, we describe a novel museum-based field experience for novice science and mathematics teachers to…

This article explores the kinds of teacher knowledge promoted in TESOL-related curriculum standards in five jurisdictions (Australia and England at the national level, New York City and New York State in the United States, and Ontario, Canada, at the subnational level). Such documents are increasingly important in defining, and potentially…

Classroom teachers struggle to meet the needs of all students as the United States population continues to become more diverse. While preservice teacher training programs strive to provide teachers with the knowledge and skills to complete this task effectively, opportunity gaps between minority students and their peers continue to grow. Through…

Elementary school teachers are commonly known to have low self-efficacy in mathematics and science. Previously conducted research on science teaching self-efficacy and content knowledge has often focused on whether methods courses, professional development or other interventions improve both self-efficacy and content knowledge among elementary…

This action research study primarily examined how educative curriculum materials (i.e., curriculum materials that include supports for teacher learning) can improve a teacher's knowledge base and ability to succeed in the classroom. The focus was on the impact of one type of educative curriculum material: PowerPoint presentations. Specifically,…

Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of…

The U.S. Department of Education believes it is important that all programs responsible for pre-service teacher training prepare all graduates to effectively select, evaluate, and use appropriate technologies and resources to create experiences that advance student engagement and learning. We call upon leaders of teacher preparation programs to…