scholarly journals NiCE Teacher Workshop: Engaging K-12 Teachers in the Development of Curricular Materials That Utilize Complex Networks Concepts

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Emma Towlson ◽  
Lori Sheetz ◽  
Ralucca Gera ◽  
Jon Roginski ◽  
Catherine Cramer ◽  
...  
Keyword(s):  
Network Science ◽  
Lesson Plans ◽  
Educational Systems ◽  
Technological Systems ◽  
Classroom Education ◽  
Teacher Workshop ◽  
Curricular Materials ◽  
K 12 ◽  
Science Show ◽  
Over Time

Our educational systems must prepare students for an increasingly complex and interconnected future, but teachers facing this task are not equipped to prepare students to succeed. Network science–the study of how biological, social, physical and technological systems interconnect, how the structure of those connections evolve over time, and how those structures and behaviors inform our understanding of them–is a pathway to deepening engagement with the kinds of complex problems these students will have to deal with as adults in the workforce. We recently held the Networks in Classroom Education (NiCE) workshop for a group of 21 K-12 teachers with various disciplinary backgrounds. The explicit aim of the workshop was to introduce them to concepts in network science, show them how these concepts can be utilized in the classroom, and empower them to develop resources using these concepts, in the form of lesson plans, for themselves and for the wider community. Here we detail the nature of the workshop and present its outcomes, including a set of publicly available innovative lesson plans. We also discuss the future development of the successful integration of network science in K-12 education and its importance in inspiring and enabling our teachers.

scholarly journals Likelihood-based approach to discriminate mixtures of network models that vary in time

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Naomi A. Arnold ◽  
Raul J. Mondragón ◽  
Richard G. Clegg
Keyword(s):  
Network Model ◽  
Change Point ◽  
Network Science ◽  
Preferential Attachment ◽  
Network Models ◽  
Explanatory Models ◽  
Growth Mechanisms ◽  
Artificial Data ◽  
Network Growth ◽  
Over Time

AbstractDiscriminating between competing explanatory models as to which is more likely responsible for the growth of a network is a problem of fundamental importance for network science. The rules governing this growth are attributed to mechanisms such as preferential attachment and triangle closure, with a wealth of explanatory models based on these. These models are deliberately simple, commonly with the network growing according to a constant mechanism for its lifetime, to allow for analytical results. We use a likelihood-based framework on artificial data where the network model changes at a known point in time and demonstrate that we can recover the change point from analysis of the network. We then use real datasets and demonstrate how our framework can show the changing importance of network growth mechanisms over time.

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

iPad Usage and Appropriate Applications

2017 ◽  
pp. 185-212
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

Those Who Can't, Teach: The Disabling History of American Educators

2013 ◽  
Vol 53 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Kate Rousmaniere
Keyword(s):  
Disability Studies ◽  
Social Relations ◽  
History Of Education ◽  
Educational Systems ◽  
Analytic Framework ◽  
School Teachers ◽  
Cultural Concepts ◽  
Professional Norms ◽  
History Of ◽  
Over Time

This essay is an exploratory history of American educators as viewed through the lens of disability studies. By this I mean that I am looking at the history of school teachers with disability as the primary marker of social relations, in much the same way that I and others have looked at the history of education through the primary lens of race, gender, ethnicity, age, religion, and sexuality. Looking at the history of teachers through the analytic framework of disability studies allows us to see first, how educational systems, practices, values, and professional norms have developed in a way that excludes people with disabilities from educational employment, or assigned them to parallel and marginalized institutions of special education and second, how notions of normality have defined the work and identity of all educators. It is this latter point that is my greatest interest here: how cultural concepts of ability and disability have shaped all educators' occupational identity and experience over time.

Toward a History of Education Markets in the United States

2008 ◽  
Vol 32 (1) ◽  
pp. 47-73
Author(s):  
Nancy Beadie
Keyword(s):  
History Of Education ◽  
The United States ◽  
Future Research ◽  
Educational Systems ◽  
New Work ◽  
Early National ◽  
History Of ◽  
Education Markets ◽  
Over Time ◽  
Structure Of Education

The recent shift away from the idea of centrally planned public systems and toward market-based models of schooling opens new territory for scholarship in the history of education. What is the history of education markets? How has the structure of education markets changed over time? This article addresses these questions by surveying existing literature, with an emphasis on the early national and antebellum periods. In the process it brings new perspectives to standard narratives of the history of education in the nineteenth century, particularly regarding the development of state-based educational systems. It then proposes areas for future research and concludes by introducing two examples of new work in this field.

Designing and Developing Lesson Plans for K–12 Classrooms

2011 ◽  
Vol 28 (1) ◽  
pp. 27-38
Author(s):  
Melanie L. Shores ◽  
Tommy G. Smith
Keyword(s):  
Lesson Plans ◽  
K 12

scholarly journals How K-12 Teachers Adapt Problem-Based Learning Over Time

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Andrew A Tawfik ◽  
Jaclyn J Gishbaugher ◽  
Jessica Gatewood ◽  
T. Logan Arrington
Keyword(s):  
Digital Literacy ◽  
Design Thinking ◽  
Structured Interviews ◽  
Problem Solving Skills ◽  
Collaborative Tools ◽  
Structured Problems ◽  
Approach To Teaching ◽  
K 12 ◽  
Classroom Time ◽  
Over Time

Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt their usage of PBL over time. Some adaptations include a refined approach to teaching strategies, while others include significant diversions from the original PBL model. A better understanding of the changes teachers enact provides important insight as to fidelity and thus the expected learning outcomes of PBL. To address this gap, this research conducted semi-structured interviews with experienced K-12 educators who employed PBL over multiple years. In terms of preparing for PBL, themes that emerged from the interviews included more emphasis on reimagining the problem scope and design thinking. During classroom time, teachers described shifting perspectives in terms of the following: problem-solving skills over content knowledge, student control and teacher facilitation, and embracing failure. Relating to technology, teachers described more adoption trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

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