Resource Collection
One of the cornerstones of the NextGen-WA collaboration is sharing resources with our colleagues. The resources compiled below reflect those collected during the NextGen-WA Project. You may also want to check out the Innovations in STEM Teacher Preparation searchable toolbox for additional resources.
Resource TopicsResults 1 - 7 of 7 matches
Effective Science Instruction: What Does Research Tell Us?
Science education has received renewed attention in the United States in the last several decades, with calls for a scientifically literate citizenry in this increasingly technological society. Science for All Americans (American Association for the Advancement of Science, 1989) laid out a vision describing the knowledge a scientifically literate person would have. This vision was further elucidated in Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993) and National Science Education Standards (National Research Council, 1996). These documents reflect a fairly broad consensus within the science education community of what scientific knowledge students should be expected to learn as they progress through grades K–12.
Intended Audience: College/University Staff, Non-tenure track Faculty, Tenured/Tenure-track Faculty, K-12 administrators, Graduate Students, Informal Educators, K-12 teachers
Resource Type: Working Paper, Report
Standards for Preparation and Professional Development for Teachers of Engineering
This resource describes best practices needed to integrate engineering into teacher preparation programs.
Intended Audience: College/University Staff, Tenured/Tenure-track Faculty, K-12 teachers, Non-tenure track Faculty
Resource Type: Journal Article, Conference Paper
Framework for Leading Next Generation Science Standards Implementation
Framework for Leading Next Generation Science Standards Implementation Suggested Citation Stiles, K., Mundry, S., and DiRanna, K., (2017). Framework for Leading Next Generation Science Standards Implementation. ...
Intended Audience: Post-doctoral Fellows, Graduate Students, College/University Staff, Non-tenure track Faculty, Tenured/Tenure-track Faculty, Policy Makers, Institution Administration, Government Agencies (federal, state, local), K-12 administrators, K-12 teachers
Resource Type: Book
Pedagogical Content Knowledge Institutional Landscape Analysis
A tool that Teacher Preparation Programs can use to analyze the extent to which their programs prepare future teachers in the PCK for STEM teaching
Intended Audience: Policy Makers, Tenured/Tenure-track Faculty, Institution Administration, College/University Staff
Resource Type: Toolkit
10 Key Questions University Leaders Should Ask about Quality Science and Mathematics Teacher Preparation: Implementation Strategies from The Analytic Framework
The Analytic Framework is an ordered classification of strategies along a continuum of teacher development from recruitment to preparation to induction to professional development (Coble, 2012; Coble et al., 2012). In this paper, the Ten Key Questions from the work of Presley and Coble are mapped to the current strategies contained in the Analytic Framework. This concordance provides campus and program leaders a more specific assessment of what their individual campuses and programs might do (and might already be doing) to provide a positive response to the key questions and build a plan to continually improve the quality of their science and mathematics teacher education program.
Intended Audience: Institution Administration, Policy Makers, Non-tenure track Faculty, Tenured/Tenure-track Faculty, College/University Staff
Resource Type: Working Paper
An Innovative Integrated STEM Program for PreK-6 Teachers
In this article, we describe an innovative, 6-course, 18-credit post-baccalaureate certificate (PBC) program for pre-kindergarten through grade six teachers (PreK-6) in Integrated Science, Technology, Engineering and Mathematics (iSTEM) Instructional Leadership. Here, the acronym, "iSTEM," refers to education that not only addresses each of the S, T, E and M subjects, but also emphasizes the connections among them. We collaboratively contributed to the development of the program, and teach courses within it. The program graduated its pilot cohort of teachers in 2015, is running its second cohort, and is recruiting for a third. The article summarizes the program's origins and integration approach and key aspects of program design. Those key aspects include: make-up of the program team; a deliberate course sequence; decrease in structure (and increase in more open-ended, student-centered learning approaches) over time in the program; and movement in the program from growth as an iSTEM teacher towards growth as iSTEM teacher leader. Each of the courses is described in greater detail, followed by a discussion of program assessment and evaluation. The article concludes with our reflections about the program's challenges and successes thus far.
Intended Audience: Tenured/Tenure-track Faculty, Non-tenure track Faculty, College/University Staff
Resource Type: Report
NGSS Appendix F: Science and Engineering Practices
The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas
Intended Audience: K-12 teachers, College/University Staff
Resource Type: Book Section