COVID-19 and the K-12 Teacher Workforce: Seizing the Moment to Reimagine Education

2021 ◽  
Author(s):  
◽  
Keyword(s):  
Teacher Workforce ◽  
The Moment ◽  
K 12

Changing the Education Workforce? The Relationships among Teacher Quality, Motivation, and Performance Pay

2017 ◽  
Vol 119 (4) ◽  
pp. 1-32
Author(s):  
Daniel H. Bowen ◽  
Jonathan N. Mills
Keyword(s):  
Teacher Quality ◽  
Financial Incentives ◽  
Risk Preferences ◽  
Value Added ◽  
Performance Pay ◽  
Teaching Profession ◽  
Performance Based Pay ◽  
Teacher Workforce ◽  
And Performance ◽  
K 12

Background/Context With a growing body of evidence to support the assertion that teacher quality is vital to producing better student outcomes, policymakers continue to seek solutions to attract and retain the best educators. Performance-based pay is a reform that has become popular in K–12 education over the last decade. This strategy potentially produces positive impacts on student achievement in two ways: better alignment of financial incentives with desired outcomes and improved the composition of the teacher workforce. While evaluations have primarily focused on the former result, there is little research on whether the longer-term implementation of these polices can attract more effective teachers. Purpose In this study we aim to provide evidence for potential long-term impacts that performance-based pay can have on the composition of the teacher workforce by addressing two questions: Does performance-based pay attract fundamentally different individuals, as measured by their risk preferences, to the teaching profession? Are stated preferences for a particular pay format correlated to measures of teacher quality? Research Design We apply methods from experimental economics and conduct surveys with 120 teachers from two school districts who have experienced performance pay. We compare the risk preferences of teachers hired under the two pay formats to test the hypothesis that performance-based pay attracts individuals with different characteristics to the profession. We also analyze teachers’ survey responses on their preferences for performance-based pay to determine their relationships to two measures of teacher quality: student test-score gains and principal evaluations. Conclusions/Recommendations We find mixed results regarding the ability of performance-based pay to alter the composition of the teacher workforce. Teachers hired with performance-based pay in place are no different from their colleagues. However, teachers claiming to seek employment in districts with performance-based pay in place appear significantly less risk averse. Surprisingly, additional analyses indicate that teachers’ value-added scores and performance evaluations do not predict a positive disposition towards merit pay. Thus, while these results indicate the possibility for performance-based pay to attract different individuals to teaching, they do not provide evidence that such change would necessarily improve the composition of the workforce. Policymakers should take this potential tradeoff into consideration when considering the expansion of performance pay policies.

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 541-558
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

scholarly journals Fully Automated Microsystem for Unmediated Electrochemical Characterization, Visualization and Monitoring of Bacteria on Solid Media; E. coli K-12: A Case Study

Biosensors ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 131 ◽  
Author(s):  
Cesar A. Hernandez ◽  
Valerio Beni ◽  
Johann F. Osma
Keyword(s):  
Electrochemical Impedance ◽  
Electrochemical Tests ◽  
E Coli ◽  
Solid Media ◽  
Automated Platform ◽  
The Moment ◽  
K 12 ◽  
Electrochemical Monitoring

In this paper, we present a non-fluidic microsystem for the simultaneous visualization and electrochemical evaluation of confined, growing bacteria on solid media. Using a completely automated platform, real-time monitoring of bacterial and image-based computer characterization of growth were performed. Electrochemical tests, using Escherichia coli K-12 as the model microorganism, revealed the development of a faradaic process at the bacteria–microelectrode interface inside the microsystem, as implied by cyclic voltammetry and electrochemical impedance spectrometry measurements. The electrochemical information was used to determine the moment in which bacteria colonized the electrode-enabled area of the microsystem. This microsystem shows potential advantages for long-term electrochemical monitoring of the extracellular environment of cell culture and has been designed using readily available technologies that can be easily integrated in routine protocols. Complementarily, these methods can help elucidate fundamental questions of the electron transfer of bacterial cultures and are potentially feasible to be integrated into current characterization techniques.

scholarly journals Attunement as a Pedagogical Starting Point

2021 ◽  
Vol 16 (1) ◽  
pp. 19-39
Author(s):  
Andrew Foran ◽  
Evan Throop-Robinson ◽  
Kevin Redmond
Keyword(s):  
Lived Experiences ◽  
Self Esteem ◽  
Youth Leadership ◽  
Phenomenological Method ◽  
Educational Challenges ◽  
Starting Point ◽  
Institutional Expectations ◽  
Learning Outdoors ◽  
The Moment ◽  
K 12

For many teachers, the value of pedagogical reflection is missing from practice. Rational educational approaches that prioritize judging and measuring students overshadow the relational dimension of teaching. Our study investigated this relational gap to explore more fully teachers’ attunement to the child as a unique person. We examined lived experiences of six teachers pedagogically engaged with children (K–12) participating in an active outdoor living program. The program aimed to develop a youth network of friends, nurturing positive self-esteem and youth leadership. Using a phenomenological method, we facilitated open-ended interviews to show teachers’ pedagogical awareness through hermeneutic conversations. We present the data as three anecdotes representing a synthesis of teacher reflection, writing, and on-going conversation. Our findings reveal the importance of being-in-time with children as teachers relate pedagogical moments with children learning outdoors. Through attunement as the flexibility to adapt educational challenges and approaches to suit the moment and uniqueness of the child, teachers became careful observers, allowing students to be children without the competing tensions of institutional expectations.

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 1317-1333 ◽  
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 542-559
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Systematic Support for STEM Pre-Service Teachers

2016 ◽  
pp. 73-90 ◽  
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Systematic Support for STEM Pre-Service Teachers

2017 ◽  
pp. 637-654
Author(s):  
Reenay R.H. Rogers ◽  
Jodie Winship ◽  
Yan Sun
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
The United States ◽  
Department Of Education ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Workforce ◽  
K 12

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Changing Expectations for the K-12 Teacher Workforce

2020 ◽  
Author(s):  
◽  
◽  
◽  
◽  
◽  
...  
Keyword(s):  
Teacher Workforce ◽  
K 12

An Authentic and Sustainable STEM Pre-Service Teacher Professional Development Model

2019 ◽  
pp. 321-339
Author(s):  
Yan Sun ◽  
Reenay R. H. Rogers ◽  
Jodie M. Winship
Keyword(s):  
Professional Development ◽  
The United States ◽  
Development Model ◽  
Stem Learning ◽  
12Th Grade ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Teacher Workforce ◽  
K 12 ◽  
Pre Service Teacher

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and strengthening the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-dimensional STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to 1) provide K-12 students with authentic STEM learning experiences as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues; and 2) help K-12 students develop knowledge of STEM careers and professional, abilities to work in the STEM fields, and ways of working as STEM professionals as summarized by Rogers and Sun.

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