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Direct linkTofel-Grehl, Colby; Feldon, David F.; Callahan, Carolyn M. – Roeper Review, 2018
This article shares findings from a multilevel analytic induction of administrators, teachers, and gifted students within specialized science, technology, engineering, and mathematics (STEM) schools about their beliefs regarding the role of standards and standardized tests in the education of gifted learners. Sharing results from a cross-case…
Descriptors: Academic Standards, Accountability, Testing, Academically Gifted
Gilmore, Joanna; Maher, Michelle A.; Feldon, David F.; Timmerman, Briana – Studies in Higher Education, 2014
Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess…
Descriptors: STEM Education, Teaching Assistants, Graduate Students, Teaching Experience
Feldon, David F.; Maher, Michelle A.; Hurst, Melissa; Timmerman, Briana – American Educational Research Journal, 2015
Faculty mentorship is thought to be a linchpin of graduate education in STEM disciplines. This mixed-method study investigates agreement between student mentees' and their faculty mentors' perceptions of the students' developing research knowledge and skills in STEM. We also compare both assessments against independent ratings of the students'…
Descriptors: Graduate Students, Graduate Study, STEM Education, Mixed Methods Research
