Andrea C Burrows
Biographic Data
| ID | 1083539 |
|---|---|
| NAME | Andrea C Burrows |
| GIVEN NAMES | Andrea C |
| FAMILY NAME | Burrows |
| SIGNATURE | BURROWS A C |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0001-5925-3596 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Building Successful STEM Partnerships in Education
This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working togeth…
How to Engage Active Pedagogy with Physics Faculty
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use teacher-focused, lecture pedagogy in their classes. Methods include answers from eight faculty members, and interviews with five faculty members who self-identified as primarily using lecture were conducted to determine…
Creating School–University Partnerships in Urban Schools to Address Teacher Shortages
Partnerships among professionals within collegiate teacher preparation programs and school districts are needed to address current teacher shortages, especially critical in urban, high-needs schools. This research study showcases a collaborative model of teacher recruitment, preparation, and support that envisions and co-constructs reconceptualized roles, opportunities, and responsibilities for university faculties, supervising teachers, and teac…
Integrated STEM and Partnerships
The purpose of this study was to explore how undergraduate college students formed partnerships in informal educational teams to design and build an interdisciplinary, ill-defined, integrated science, technology, engineering, and mathematics (STEM) project and translate it to lessons taught to a pre-collegiate student (e.g., K-12 in the US) audience. The authors pursued two research questions: (a) How does an authentic research project provide sp…
Listening for Integrated STEM Discourse
The “leaky pipeline” in STEM remains an open issue. The integration of multiple STEM subjects, especially technology, is a promising approach, and pre-collegiate STEM teachers are particularly underprepared in this content area. In this case study, the authors explore and characterize the discussions of pre-collegiate STEM teachers among themselves when working with a large astronomy dataset using a web-based spreadsheet tool. The authors used a …
K-12 Teachers’ Perceptions and Experiences in Starting to Teach Computer Science
New curriculum reform across the United States requires teacher educators to rapidly develop and implement professional development (PD) for K-12 teachers, newly assigned to teach computer science (CS). One of the many inherent challenges in providing valuable PD is knowing what it is that novice CS teachers most need. This quantitative research study was designed to inform the iterative development of a K-12 CS Teaching Endorsement program offer…
The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics
This research investigated the effectiveness of the conceptual change model (CCM) in addressing pre-service elementary teachers’ misconceptions and promoting their conceptual understanding of electrostatics. The participants were 55 pre-service elementary teachers enrolled in an elementary physical science course, 44 females and 11 males. An embedded mixed-methods approach was employed to help answer the two research questions put forward in this…
Confusion Over Models
For 2 weeks in the summer of 2018, K-12 science, technology, engineering, and mathematics (STEM) teachers ( n = 40) attended a professional development (PD) that included four sessions focused on computer science modeling with follow-up academic year sessions; however, overall, the teachers did not incorporate or utilize modeling means or how as the instructors intended. The purpose of the study is to examine why this occurred, and the authors lo…
Computer Science beyond Coding
Computer science, cybersecurity education, and microcredentials are becoming more pervasive in all levels of the educational system. The purpose of this study was partnering with precollegiate teachers: (1) to investigate the self-efficacy of 30 precollegiate teacher participants towards computer science before, during, and after three iterations of a cybersecurity microcredential, and (2) to make changes to the cybersecurity microcredential to i…
Finding Spaces
This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing pra…
Integrated STEM for Teacher Professional Learning and Development
This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teac…
Instructional Planning Modifications to Meet Social Distancing Requirements
Secondary and post-secondary science and engineering educators share common class arrangements with both a laboratory and lecture component, coordinating both components so they build upon each other to create meaningful learning experiences. The COVID-19 pandemic forced educators to convert lectures and exams to online delivery. Doing so came with trade-off decisions about sacrificing laboratory experience goals of hands-on practice, problem-sol…
Integrated Outreach
Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the …
Inside the Outer Circle
The Outer Circle is an edited volume of articles on women in the sciences, and includes three interviews with women scientists. It is possibly the most useful addition to scholarship on women in science so far. The articles deal primarily with the productivity and status of women in contemporary US science; they stem from a symposium series sponsored by the Macy Foundation, held between 1983 and 1986
Confusion Over Models
For 2 weeks in the summer of 2018, K-12 science, technology, engineering, and mathematics (STEM) teachers ( n = 40) attended a professional development (PD) that included four sessions focused on computer science modeling with follow-up academic year sessions; however, overall, the teachers did not incorporate or utilize modeling means or how as the instructors intended. The purpose of the study is to examine why this occurred, and the authors lo…
Inside the Outer Circle
The Outer Circle is an edited volume of articles on women in the sciences, and includes three interviews with women scientists. It is possibly the most useful addition to scholarship on women in science so far. The articles deal primarily with the productivity and status of women in contemporary US science; they stem from a symposium series sponsored by the Macy Foundation, held between 1983 and 1986
Integrated Outreach
Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the …
Computer Science beyond Coding
Computer science, cybersecurity education, and microcredentials are becoming more pervasive in all levels of the educational system. The purpose of this study was partnering with precollegiate teachers: (1) to investigate the self-efficacy of 30 precollegiate teacher participants towards computer science before, during, and after three iterations of a cybersecurity microcredential, and (2) to make changes to the cybersecurity microcredential to i…
Finding Spaces
This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing pra…
Integrated STEM for Teacher Professional Learning and Development
This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teac…
Instructional Planning Modifications to Meet Social Distancing Requirements
Secondary and post-secondary science and engineering educators share common class arrangements with both a laboratory and lecture component, coordinating both components so they build upon each other to create meaningful learning experiences. The COVID-19 pandemic forced educators to convert lectures and exams to online delivery. Doing so came with trade-off decisions about sacrificing laboratory experience goals of hands-on practice, problem-sol…
Integrated STEM and Partnerships
The purpose of this study was to explore how undergraduate college students formed partnerships in informal educational teams to design and build an interdisciplinary, ill-defined, integrated science, technology, engineering, and mathematics (STEM) project and translate it to lessons taught to a pre-collegiate student (e.g., K-12 in the US) audience. The authors pursued two research questions: (a) How does an authentic research project provide sp…
Listening for Integrated STEM Discourse
The “leaky pipeline” in STEM remains an open issue. The integration of multiple STEM subjects, especially technology, is a promising approach, and pre-collegiate STEM teachers are particularly underprepared in this content area. In this case study, the authors explore and characterize the discussions of pre-collegiate STEM teachers among themselves when working with a large astronomy dataset using a web-based spreadsheet tool. The authors used a …
K-12 Teachers’ Perceptions and Experiences in Starting to Teach Computer Science
New curriculum reform across the United States requires teacher educators to rapidly develop and implement professional development (PD) for K-12 teachers, newly assigned to teach computer science (CS). One of the many inherent challenges in providing valuable PD is knowing what it is that novice CS teachers most need. This quantitative research study was designed to inform the iterative development of a K-12 CS Teaching Endorsement program offer…
The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics
This research investigated the effectiveness of the conceptual change model (CCM) in addressing pre-service elementary teachers’ misconceptions and promoting their conceptual understanding of electrostatics. The participants were 55 pre-service elementary teachers enrolled in an elementary physical science course, 44 females and 11 males. An embedded mixed-methods approach was employed to help answer the two research questions put forward in this…
Confusion Over Models
For 2 weeks in the summer of 2018, K-12 science, technology, engineering, and mathematics (STEM) teachers ( n = 40) attended a professional development (PD) that included four sessions focused on computer science modeling with follow-up academic year sessions; however, overall, the teachers did not incorporate or utilize modeling means or how as the instructors intended. The purpose of the study is to examine why this occurred, and the authors lo…
Creating School–University Partnerships in Urban Schools to Address Teacher Shortages
Partnerships among professionals within collegiate teacher preparation programs and school districts are needed to address current teacher shortages, especially critical in urban, high-needs schools. This research study showcases a collaborative model of teacher recruitment, preparation, and support that envisions and co-constructs reconceptualized roles, opportunities, and responsibilities for university faculties, supervising teachers, and teac…
Building Successful STEM Partnerships in Education
This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working togeth…
How to Engage Active Pedagogy with Physics Faculty
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use teacher-focused, lecture pedagogy in their classes. Methods include answers from eight faculty members, and interviews with five faculty members who self-identified as primarily using lecture were conducted to determine…
Psychology (13 works) · Mathematics education (10 works) · Pedagogy (8 works) · Sociology (8 works) · Computer Science (7 works) · Medicine (7 works) · Medical education (6 works) · Professional development (6 works) · Gender and Technology in Education (4 works) · Political science (4 works)