Adaptive Teaching in STEM
Characteristics for Effectiveness
Bibliographic Data
| ID | 4255347 |
|---|---|
| Authors | Melony Holyfield Allen (Georgia Southern University), Melony Allen, Angela W Webb (0000-0002-4572-303X, Georgia Southern University), Catherine E Matthews (Georgia Southern University) |
| Year | 2016 |
| Volume | 55 |
| Issue | 3 |
| Pages | 217-224 |
| Publication date | 2016-07-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2016.1173994 |
| OpenAlex | W2345311402 |
| Language | EN |
| Citations received | 5 |
| References cited | 27 |
This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate challenges are well positioned to engage in the process of adaptive teaching. This article acknowledges the valuable knowledge, skills, and dispositions that novice teachers bring with them as they enter the workforce. To illustrate the process of adaptive teaching in STEM, we use an in-depth case study of a novice teacher. Our conclusion offers a discussion of how teacher educators and those who provide professional development services during induction can best support teachers in their development of becoming adaptive, and therefore, effective
Constructivist teaching methods · Faculty Development · Mathematics education · Negotiation · Pedagogy · Process (computing · Professional development · Sociology · Teaching method · Biomedical and Engineering Education · Computer Science · Experimental Learning in Engineering · Innovative Teaching and Learning Methods · Psychology
Framing Constructivism in Practice as the Negotiation of Dilemmas
Scaffolding and Achievement in Problem-Based and Inquiry Learning
What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Challenges New Science Teachers Face
A Common Measurement System for K-12 STEM education
Those Who Understand
A second-grade teacher's adaptive teaching during an integrated science-literacy unit
Improving the learning of newly qualified teachers in the induction year
First-Year Urban Mathematics and Science Middle School Teachers
Knowledge and Teaching
Pedagogical content knowledge in science education
Helping Novices Learn to Teach
Teachers' Content Knowledge and Pedagogical Content Knowledge
Challenges in STEM Teaching
A Constructivist Perspective for Integrating Spirituality Into Counselor Training
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |