Amy N Spiegel
Biographic Data
| ID | 317524 |
|---|---|
| NAME | Amy N Spiegel |
| GIVEN NAMES | Amy N |
| FAMILY NAME | Spiegel |
| SIGNATURE | SPIEGEL A N |
| AFFILIATIONS | University of Nebraska–Lincoln |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
STEM department chairs’ perspectives on navigating teaching culture to influence instructional change: A four-frames model analysis
Academic departments have been highlighted as key targets to sustainably transform the learning environments of postsecondary science, technology, engineering, and mathematics (STEM) courses in the United States. Despite STEM department chairs playing a critical role in shaping their unit, few studies have characterized how chairs view the teaching culture within their department and how cultural features influence instructional change. This stud…
Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence
Why are some youth more likely to think of themselves as a science kind of person than others? In this paper, we use a cognitive social-theoretical framework to assess disparities in science identity among middle school-age youth in the United States. We investigate how discovery orientation is associated with science interest, perceived ability, importance, and reflected appraisal, and how they are related to whether youth see themselves, and pe…
Using Responsive Evaluation to Evaluate a Professional Conference
In a statewide conference on alternative methods for assessing students’ learning, we incorporated responsive evaluation methods into the structure of the conference. The application of these interactive evaluation techniques serves as a pilot study that illustrates the possible utility of these techniques in evaluating conferences. This paper provides a brief review of the literature surrounding responsive evaluation, a description of the respon…
Using Teacher Reflective Practice to Evaluate Professional Development in Mathematics and Science
Systemic reform has been a key element of the mathematics and science educational agenda for the past decade. Systemic reform proponents advocate emphasizing mathemat-ics and science from kindergarten through l2th grade; adopting new math and science ed-ucation standards; providing ongoing professional development for teachers (Frechtling, Sharp, Carey, & Vaden-Kiernan, 1995); and aligning policy, practice, and assessment pro-cedures. The Nationa…
Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence
Why are some youth more likely to think of themselves as a science kind of person than others? In this paper, we use a cognitive social-theoretical framework to assess disparities in science identity among middle school-age youth in the United States. We investigate how discovery orientation is associated with science interest, perceived ability, importance, and reflected appraisal, and how they are related to whether youth see themselves, and pe…
Using Responsive Evaluation to Evaluate a Professional Conference
In a statewide conference on alternative methods for assessing students’ learning, we incorporated responsive evaluation methods into the structure of the conference. The application of these interactive evaluation techniques serves as a pilot study that illustrates the possible utility of these techniques in evaluating conferences. This paper provides a brief review of the literature surrounding responsive evaluation, a description of the respon…
Using Teacher Reflective Practice to Evaluate Professional Development in Mathematics and Science
Systemic reform has been a key element of the mathematics and science educational agenda for the past decade. Systemic reform proponents advocate emphasizing mathemat-ics and science from kindergarten through l2th grade; adopting new math and science ed-ucation standards; providing ongoing professional development for teachers (Frechtling, Sharp, Carey, & Vaden-Kiernan, 1995); and aligning policy, practice, and assessment pro-cedures. The Nationa…
Using Responsive Evaluation to Evaluate a Professional Conference
In a statewide conference on alternative methods for assessing students’ learning, we incorporated responsive evaluation methods into the structure of the conference. The application of these interactive evaluation techniques serves as a pilot study that illustrates the possible utility of these techniques in evaluating conferences. This paper provides a brief review of the literature surrounding responsive evaluation, a description of the respon…
Using Teacher Reflective Practice to Evaluate Professional Development in Mathematics and Science
Systemic reform has been a key element of the mathematics and science educational agenda for the past decade. Systemic reform proponents advocate emphasizing mathemat-ics and science from kindergarten through l2th grade; adopting new math and science ed-ucation standards; providing ongoing professional development for teachers (Frechtling, Sharp, Carey, & Vaden-Kiernan, 1995); and aligning policy, practice, and assessment pro-cedures. The Nationa…
Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence
Why are some youth more likely to think of themselves as a science kind of person than others? In this paper, we use a cognitive social-theoretical framework to assess disparities in science identity among middle school-age youth in the United States. We investigate how discovery orientation is associated with science interest, perceived ability, importance, and reflected appraisal, and how they are related to whether youth see themselves, and pe…
STEM department chairs’ perspectives on navigating teaching culture to influence instructional change: A four-frames model analysis
Academic departments have been highlighted as key targets to sustainably transform the learning environments of postsecondary science, technology, engineering, and mathematics (STEM) courses in the United States. Despite STEM department chairs playing a critical role in shaping their unit, few studies have characterized how chairs view the teaching culture within their department and how cultural features influence instructional change. This stud…
Psychology (3 works) · Computer Science (2 works) · Engineering (2 works) · Engineering management (2 works) · Mathematics education (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · African american (1 works) · Career Development and Diversity (1 works) · Climate Change Communication and Perception (1 works)