Jennifer L Chiu
Datos Biográficos
| ID | 9505552 |
|---|---|
| NOMBRE | Jennifer L Chiu |
| NOMBRES | Jennifer L |
| APELLIDO | Chiu |
| FIRMA | CHIU J L |
| AFILIACIONES | University of Virginia |
| ORCID | 0000-0001-7663-5748 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Science Instruction for Students With Learning Disabilities
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to tea…
National Survey of 4th and 5th Grade Science Education Teachers
Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, litt…
A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit
Elementary teachers are tasked with the challenge of implementing Next Generation Science Standards‐aligned projects that integrate science, technology, engineering, mathematics, and computer science (STEM + CS) in a variety of classroom contexts. This study investigates how teachers verbally support students in two classrooms, one general education class and one inclusive class with a larger proportion of students with individualized educational…
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach
We explore how physical science doctoral students navigate their role identities throughout their graduate programme. Physical science doctoral students take on many academic roles in addition to the role of scientist, including researcher, educator, and student. When social expectations of roles become internalized, they become role identities. We examined doctoral students' academic role identities as a complex system to unpack factors that con…
Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit
Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense‐making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integra…
Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation
Classroom orchestration of computer simulations for science and engineering learning
This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels. Although the classroom orchestration of the partic…
Determining the willingness to pay for ecosystem service restoration in a degraded coastal watershed
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Determining the willingness to pay for ecosystem service restoration in a degraded coastal watershed
Classroom orchestration of computer simulations for science and engineering learning
This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels. Although the classroom orchestration of the partic…
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach
We explore how physical science doctoral students navigate their role identities throughout their graduate programme. Physical science doctoral students take on many academic roles in addition to the role of scientist, including researcher, educator, and student. When social expectations of roles become internalized, they become role identities. We examined doctoral students' academic role identities as a complex system to unpack factors that con…
Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit
Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense‐making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integra…
Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation
A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit
Elementary teachers are tasked with the challenge of implementing Next Generation Science Standards‐aligned projects that integrate science, technology, engineering, mathematics, and computer science (STEM + CS) in a variety of classroom contexts. This study investigates how teachers verbally support students in two classrooms, one general education class and one inclusive class with a larger proportion of students with individualized educational…
National Survey of 4th and 5th Grade Science Education Teachers
Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, litt…
Science Instruction for Students With Learning Disabilities
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to tea…
Mathematics education (6 obras) · Psychology (6 obras) · Science education (6 obras) · Computer Science (5 obras) · Pedagogy (5 obras) · Innovative Teaching and Learning Methods (4 obras) · Science Education and Pedagogy (4 obras) · Collaborative Teaching and Inclusion (2 obras) · Curriculum (2 obras) · Educational Strategies and Epistemologies (2 obras)