Teachers in an Interdisciplinary Learning Community: Engaging, Integrating, and Strengthening K-12 Education

Journal of Teacher Education

Volumn 64, Issue 5, 2013, Pages 409-425

  Hardré, Patricia L ^a   Ling, Chen ^a   Shehab, Randa L ^a   Nanny, Mark A ^a   Nollert, Matthias U ^a   Refai, Hazem ^a   Ramseyer, Christopher ^a   Herron, Jason ^a   Wollega, Ebisa D ^a  

^a UNIVERSITY OF OKLAHOMA   (United States)

Author keywords

mixed methods; professional development; teacher learning

Indexed keywords

EID: 84885902499     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487113496640     Document Type: Article

References (43)

1. Atman C. J.,Kilgore D.,McKenna A. F.Characterizing design learning: A mixed-methods study of engineering designers' use of language.Journal of Engineering Education. 2008;97 (3): 309-326.
2. Baker-Doyle K. J.,Yoon S. A.In search of practitioner-based social capital: A social network analysis tool for understanding and facilitating teacher collaboration in a U.S.-based STEM professional development program.Professional Development in Education. 2011;33 (1): 75-93.
3. Barnes M. B.,Hodge E. M.,Parker M.,Koroly M. J.The teacher research update experience: Perceptions of practicing science, math and technology teachers.Journal of Science Teacher Education. 2006;17:243-263.
4. Battey D.,Franke M. L.Transforming identities: Understanding teachers across professional development and classroom practice.Teacher Education Quarterly. 2008;35 (3): 127-149.
5. Borgatti S. P.,Foster P. C.The network paradigm in organizational research: A review and typology.Journal of Management. 2003;29 (6): 991-1013.
6. Borko H.Professional development and teacher learning: Mapping the terrain.Educational Researcher. 2004;33 (8): 3-15.
7. Brand B. R.,Moore S. M.Enhancing teachers' application of inquiry-based strategies using a constructivist sociocultural professional development model.International Journal of Science Education. 2011;33 (7): 889-913.
8. Brown S.,Melear C.Preservice teachers' research experiences in scientists' laboratories.Journal of Science Teacher Education. 2007;18:573-597.
9. Charness N.,Tuffiash M.,Jastrzembski T.Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development. Dai D. Y.Sternberg R. J., ed. Mahwah, NJ: Lawrence Erlbaum; 2004:299-322.
10. Cowan J. Presentation at Professors of Instructional Design & Technology (PIDT) National Meeting; 2011Estes Park, CO; 2011.
11. Creswell J. W.Research design: Qualitative, quantitative and mixed-method approaches. 2003). Research design: Qualitative, quantitative and mixed-method approaches (2nd ed.). Thousand Oaks, CA: SAGE.Thousand Oaks, CA: SAGE; 2003:.
12. Dai D. Y.,Sternberg R. J.Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development. Dai D. Y.Sternberg R. J., ed. Mahwah, NJ: Lawrence Erlbaum; 2004:3-40.
13. Denzin N. K.,Lincoln Y. S.The landscape of qualitative research: Theories and issues. Denzin N. K.Lincoln Y. S., ed. Los Angeles, CA: SAGE; 2003:1-46.
14. DeVellis R. F.Scale development: Theory and applications. Los Angeles, CA: SAGE; 2012:.
15. Dresner M.,Worley E.Teacher research experiences, partnerships with scientists and teacher networks: Sustaining factors from professional development.Journal of Science Teacher Education. 2006;17:1-14.
16. Duderstadt J.Engineering for a changing world: A roadmap to the future of engineering practice, research and education. Ann Arbor: The Millennium Project, University of Michigan Press; 2008:.
17. Duke D.The challenges of educational change. New York, NY: Pearson; 2004:.
18. Fraenkel J. R.,Wallen N. E.How to design and evaluate research in education. 2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill.New York, NY: McGraw-Hill; 2006:.
19. Guskey T.Professional development and teacher change.Teachers and Teaching: Theory and Practice. 2002;8 (3): 381-391.
20. Hadar L.,Brody D.From isolation to symphonic harmony: Building a professional development community among teacher educators.Teaching and Teacher Education. 2010;26:1641-1651.
21. Hanegan N.,Friden K.,Nelson C. R.Authentic and simulated professional development: Teachers reflect what is modeled.School Science and Mathematics. 2009;109 (2): 79-94.
22. Hardré P. L.,Ge X.,Thomas M.An investigation of the development of instructional design expertise.Performance Improvement Quarterly. 2007;19 (4): 55-82.
23. Hardré P. L.,Nanny M.,Refai H.,Ling C.,Slater J.Re-engineering a dynamic science learning environment for K-12 teachers.Teacher Education Quarterly. 2010;37 (2): 157-178.
24. Imordino-Yang M. H.,Faeth M.Mind, brain, and education: Neuroscience implications for the classroom. Sousa D. A., ed. Bloomington, IN: Solution-Tree Press; 2004:69-84.
25. Kabilan M. K.,Adlina W. F. W.,Embi M. A.Online collaboration of English language teachers for meaningful professional development experiences.English Teaching: Practice and Critique. 2011;10 (4): 94-115.
26. Lenz L. E.,Lange S. E.Aligning for learning: Strategies for teaching effectiveness. Wulff D. H., ed. Bolton, MA: Anker; 2005:106-119.
27. Improving undergraduate instruction in science, technology, engineering and mathematics. McCray R. A.DeHaan R. L.Schuck J. A., ed. Washington, DC: National Academies Press; 2003:.
28. Mertens D. M.Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods. 2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods (3rd ed.). Thousand Oaks, CA: SAGE.Thousand Oaks, CA: SAGE; 2010:.
29. Musanti S. J.,Pence L.Collaboration and teacher development: Unpacking resistance, constructing knowledge and navigating identities.Teacher Education Quarterly. 2010;37 (1): 73-89.
30. Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academies Press; 2007:.
31. National Science Foundation. (2008). Human resources programs program summary. Retrieved from http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5736.
32. Powell-Moman A. D.,Brown-Schild V. B.The influence of a two-year professional development institute on teacher self-efficacy and use of inquiry-based instruction.Science Educator. 2012;20 (2): 47-53.
33. Resnick L. B.Perspectives on socially shared cognition. Resnick L. B.Levine J. M.Teasley S. D., ed. Washington, DC: American Psychological Association; 1991:1-20.
34. Reynolds C. R.,Livingston R. B.,Willson V.Measurement and assessment in education. New York, NY: Pearson; 2006:.
35. Robbins P.,Aydede M.The Cambridge handbook of situated cognition. Robbins P.Aydede M., ed. New York, NY: Cambridge University Press; 2009:3-10.
36. Sandi-Urena S.,Cooper M. M.,Gatlin T. A.Graduate teaching assistants' epistemological and metacognitive development.Chemistry Educational Research and Practice. 2011;12:92-100.
37. Scott J.Social network analysis: A handbook. 2010). Social network analysis: A handbook (2nd ed.). Los Angeles, CA: SAGE.Los Angeles, CA: SAGE; 2010:.
38. Sheppard S. D.,Macatangay K.,Colby A.,Sullivan W. M.Educating engineers: Designing for the future of the field. San Francisco, CA: Jossey-Bass; 2009:.
39. Smith E. R.,Conrey F. R.The Cambridge handbook of situated cognition. Robbins P.Aydede M., ed. New York, NY: Cambridge University Press; 2009:454-466.
40. Thornkildsen T. A.Fundamentals of measurement in applied research. New York, NY: Pearson; 2005:.
41. U.S. Department of Labor and Bureau of Labor Statistics. (2007). Occupational projections and training data: 2007 edition. Washington, DC: U.S. Department of Labor. Retrieved from http://www.bls.gov/opub/mlr/2007/11/art5full.pdf.
42. Wenger E.Communities of practice: Learning, meaning and identity. New York, NY: Cambridge University Press; 1998:.
43. Zimmerman B. J.The Cambridge handbook of expertise and expert performance. Ericsson K. A.Charness N.Feltovich P. J.Hoffman R. R., ed. New York, NY: Cambridge University Press; 2006:705-722.