Carolyn Nichol
Datos Biográficos
| ID | 6880392 |
|---|---|
| NOMBRE | Carolyn Nichol |
| NOMBRES | Carolyn |
| APELLIDO | Nichol |
| FIRMA | NICHOL C |
| AFILIACIONES | Rice University |
| ORCID | 0000-0002-4132-885X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2025 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 0 |
Exploring science teachers’ self-selection attitudes into professional development programs
Introduction Professional development is essential for science teachers so they can stay current with educational trends, address diverse student needs, and integrate emerging scientific phenomena into their teaching practices. This study explores factors that motivate science teachers to self-select into multi-year-long professional development programs. Methods The study’s sample included 14 exemplary science teachers enrolled in multi-year pro…
Fostering Inquiry
This study investigated the impact of sustained, inquiry-based professional development (PD) on K-12 STEM educators’ instructional practices, with a particular focus on integrated mathematics and science teaching. As STEM education becomes increasingly vital in preparing students to address global challenges, educators face the challenge of adapting their teaching strategies to foster meaningful, engaging, and effective learning experiences. Inqu…
A study of middle school STEM lessons through the lens of universal design for learning
Purpose This study aims to investigate the extent to which publicly available middle school science, technology, engineering and math (STEM) lesson plans address the needs of diverse students through the universal design for learning (UDL) framework. Given the growing demand for STEM competencies and the persistent achievement gaps stemming from insufficient early preparation, this research highlights the need for inclusive and engaging STEM curr…
Sin obras prominentes en esta página.
Exploring science teachers’ self-selection attitudes into professional development programs
Introduction Professional development is essential for science teachers so they can stay current with educational trends, address diverse student needs, and integrate emerging scientific phenomena into their teaching practices. This study explores factors that motivate science teachers to self-select into multi-year-long professional development programs. Methods The study’s sample included 14 exemplary science teachers enrolled in multi-year pro…
Fostering Inquiry
This study investigated the impact of sustained, inquiry-based professional development (PD) on K-12 STEM educators’ instructional practices, with a particular focus on integrated mathematics and science teaching. As STEM education becomes increasingly vital in preparing students to address global challenges, educators face the challenge of adapting their teaching strategies to foster meaningful, engaging, and effective learning experiences. Inqu…
A study of middle school STEM lessons through the lens of universal design for learning
Purpose This study aims to investigate the extent to which publicly available middle school science, technology, engineering and math (STEM) lesson plans address the needs of diverse students through the universal design for learning (UDL) framework. Given the growing demand for STEM competencies and the persistent achievement gaps stemming from insufficient early preparation, this research highlights the need for inclusive and engaging STEM curr…
Diverse Educational Innovations Studies (3 obras) · Professional development (3 obras) · Mathematics education (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Teacher Education and Leadership Studies (2 obras) · Artificial Intelligence (1 obras) · Computer Science (1 obras) · Curriculum (1 obras) · Curriculum development (1 obras)