Search results for author:"Gillian H. Roehrig"
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Contemporary Issues in Technology and Teacher Education Vol. 12, No. 2 (June 2012) pp. 162–183
The integration of technology in teaching is still challenging for most teachers, even though there has been a historical growth of Internet access and available educational technology tools in schools. Teachers have not incorporated technology into ...
Teaching Science with Technology: Case Studies of Science Teachers' Development of Technological Pedagogical Content Knowledge (TPCK)
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 25–45
This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12...
Journal of Pre-College Engineering Education Research Vol. 1, No. 2 (2011)
To gain a better understanding of teachers' beliefs about, perceptions of, and classroom practices using STEM integration, a multi-case case study was conducted with three middle school teachers. These teachers were purposefully selected from a pool ...
Samuel J. Polizzi; Michelle Head; Donna Barrett-Williams; Joshua Ellis; Gillian H. Roehrig; Gregory T. Rushton
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 75, No. 1 (October 2018) pp. 174–186
Induction training is a leading model for supporting teachers in today's challenging profession. We describe an online induction support scaffold designed around teacher leadership, and investigate how novice US teachers use leadership roles to...
"Gaa-Noodin-Oke" (Alternative Energy/Wind Power): A Curriculum Implementation on the White Earth Reservation
Journal of STEM Education Vol. 15, No. 3 (Dec 02, 2014) pp. 5–13
A wind energy focused curriculum for grades 4-8 was designed and implemented to promote the understanding of wind energy concepts with American Indian students. 57 students who participated in the 2009 summer program of the "Reach for the Sky...
We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices
Journal of Science Education and Technology Vol. 20, No. 5 (October 2011) pp. 566–578
Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self...