Megan Burton
Biographic Data
| ID | 3827923 |
|---|---|
| NAME | Megan Burton |
| GIVEN NAMES | Megan |
| FAMILY NAME | Burton |
| SIGNATURE | BURTON M |
| AFFILIATIONS | Auburn University |
| ORCID | 0000-0002-7643-1814 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
STEM Rocks Research Collective
Here, we outline the stories of a collective of innovation-focused STEM education professionals engaged in a STEM collective across thirteen institutions of higher education. Using focus group interviews, faculty share how collaboration began and sustains, the affordances and challenges of collaboration across universities and professional fields, support systems through professional organizations and scholarship, and contributions made to the na…
Model-Eliciting Activities
This study examines how experiencing model-eliciting activities (MEAs) influenced elementary pre-service teachers’ (PSTs) perceptions of an engineering-based approach to integrated STEM. The participants included 17 elementary PSTs from large public universities located in the southeastern and western regions of the United States. The participants engaged in MEA engineering-based integrated STEM learning experiences. The data included open-ended …
The Relationship between Teacher Candidates’ Affective Dispositions and Instructional Planning Actions in STEM
This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates’ affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates exp…
Where Else Would We Teach
In this article, the authors draw on narrative portraiture to inquire into the family, school, community, and teacher education experiences of two novice teachers who teach in schools located in two rural communities in the southeastern United States. The authors show how their university teacher education classes and field experiences neither addressed nor supported these teachers' identities as rural teachers. In doing so, the authors highlight…
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Where Else Would We Teach
In this article, the authors draw on narrative portraiture to inquire into the family, school, community, and teacher education experiences of two novice teachers who teach in schools located in two rural communities in the southeastern United States. The authors show how their university teacher education classes and field experiences neither addressed nor supported these teachers' identities as rural teachers. In doing so, the authors highlight…
The Relationship between Teacher Candidates’ Affective Dispositions and Instructional Planning Actions in STEM
This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates’ affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates exp…
Model-Eliciting Activities
This study examines how experiencing model-eliciting activities (MEAs) influenced elementary pre-service teachers’ (PSTs) perceptions of an engineering-based approach to integrated STEM. The participants included 17 elementary PSTs from large public universities located in the southeastern and western regions of the United States. The participants engaged in MEA engineering-based integrated STEM learning experiences. The data included open-ended …
STEM Rocks Research Collective
Here, we outline the stories of a collective of innovation-focused STEM education professionals engaged in a STEM collective across thirteen institutions of higher education. Using focus group interviews, faculty share how collaboration began and sustains, the affordances and challenges of collaboration across universities and professional fields, support systems through professional organizations and scholarship, and contributions made to the na…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Career Development and Diversity (2 works) · Political science (2 works) · Sociology (2 works) · Business (1 work) · Diverse Educational Innovations Studies (1 work) · Doctoral Education Challenges and Solutions (1 work) · Education Systems and Policy (1 work)