CET Research Briefs
High School Chemistry Teachers' Views of Engineering Inclusion Before and After a Professional Development Program (June 2017) by Sarah B. Boesdorfer.
Considerations for science education professional development providers based on the findings include:
- Teachers view engineering positively but likely have a naïve view of it, assuming it is more similar to science than it is.
- As with most preconceptions, teachers' preconceptions about engineering are difficult to change.
- Science teacher educators should focus on helping science teachers learn to incorporate the processes/skills of defining problems and optimization into their classrooms.
- When curriculum reform requires changing teacher preconceptions, intensive and sustained professional development is necessary.
Suggested citation: Center for Educational Transformation. (2017, June). CET Research Brief May 2017 (Issue Brief No. 2). Cedar Falls, IA: Boesdorfer, S. B.
What Are Preadolescent Readers Doing Online? A Survey of Upper Elementary Students' Digital Reading, Writing, and Communication (July 2016) by Amy C. Hutchison, Lindsay Woodward, and Jamie Colwell.
Recommendations for teachers based on the findings include:
- Provide students opportunities to participate in online activities in which they provide information or create content.
- Provide students with social media experience in school settings.
- Begin instruction in Internet navigation, reading, and writing in earlier grades.
- Help students become informed and critical consumers of online images and videos.
- Encourage girls to see themselves as more capable technology users.
- Use digital technology to get male students more interested in reading.
Suggested citation: Center for Educational Transformation. (2016, July). CET Research Brief July 2016 (Issue Brief No. 1). Cedar Falls, IA: Hutchison, A. C., Woodward, L., & Colwell, J.