In this article, we argue that successful STEM learning depends on the conceptual, methodological, and analytical coupling of metacognition and emotions during learning about 21st-century skills with advanced learning technologies.
This study investigated the impact of two self-regulation programs among young students (Grade 5): metacognition and meta-affect versus a control group on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes.
This article describes a study aimed at examining students’ use of specific SRL processes when learning with a specially designed technology-enhanced learning environment.
This study investigates how expertise and formal roles relate to who is sought for advice on mathematics instruction, as measured by centrality, in 30 urban middle schools.
This study seeks to identify the individual and institutional predictors of applied STEM course enrollment in high school. A secondary aim of the study is to explore how factors of applied STEM coursetaking are affected by when students choose to take these courses.
This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school, using two different samples of students.
This study examines the speaking abilities of K–2 Hispanic ELs who were randomly assigned to an arts-based professional development program that emphasized oral English-language interactions. Additional review suggests that the activities corresponded well to Common Core speaking and listening standards, but concerns are raised that a lack of speaking assessments in the Common Core may result in a subsequent distortion of K–2 instruction.
This article reports on a qualitative analysis of interviews with 122 middle-grades teachers in two large urban districts regarding their views of their students’ mathematical capabilities in relation to ambitious instructional improvement efforts.
In this article, the authors implemented a latent class analysis to study the extent to which math attitudes and self-efficacy influence careers in science, technology, engineering, and math using the Education Longitudinal Study of 2002. Authors examined these patterns for 10th grade native and non-native English speakers and followed their trajectories ten years later.
This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.
This article explores the effects of computer-based learning activities in math classrooms on STEM major selection in 4-year postsecondary institutions. The author uses a nationally representative sample of U.S. young adults who enrolled in 4-year postsecondary institutions by 2006.
This study uses the lenses of positive education and self-determination theory to examine features of the school environment that promote reading growth in students.
This article examines the results of a ten-week formative experiment to investigate how eighth-grade history instruction could be aligned with literacy goals. We give specific focus to our collaboration with the history teacher and her implementation of an instructional intervention to scaffold students’ reading and analysis of historical texts.
This article highlights the early outcomes of the T STEM initiative in Texas, the largest investment in scaling up inclusive STEM-focused schools at the time. It describes the broad infrastructure undergirding T STEM academy development.
The current study focuses on the long-term English language outcomes of a sample of first-generation child immigrants from Asian, specifically Chinese, ethnic backgrounds.
This article explores the nature of the historical writing process by looking at the hallmark writing skills historians develop as they learn the craft.
The label Long-Term English Learner (LTEL) is used to describe students educated in the U.S. for many years but still not meeting English proficiency criteria. In this mixed methods study, the author uses eight years of district-wide, student-level longitudinal data to determine characteristics and overall patterns of academic achievement for LTELs in a medium-sized California district. In addition, case study research methods examine the experiences of three LTELs within this same district in greater depth.
Using the Education Longitudinal Study of 2002, this study examines high-school English language learners’ pathways to four-year colleges in order to explore why ELLs’ access to four-year college is so limited.
This article examines the educational initiatives of a large agrarian social movement, the Brazilian Landless Workers’ Movement (MST), by exploring the diverse pedagogies and theories activists have drawn on to develop their alternative educational proposals for rural schools. The article analyzes this process of grassroots educational innovation, while also discussing the tensions that arise when social movements with particular visions of societal transformation demand to participate in the public school sphere.
Using data derived from the High School Longitudinal Study of 2009, this article examines how the social capital of students who are able to exercise curricular choice is associated with the achievement outcomes associated with these choices.
This article specifies two models of mathematics instruction—dialogic and direct—based on a series of conversations with nationally recognized experts who hold opposing points of view, and provides a discussion of the sources that underlie ongoing debates.
Drawing from the theories of racial formation theory and race marking, this chapter explores the durability of racial discourses in school curriculum over time in the United States. The authors’ inquiry focuses on racial discourses located in two sources of curricula knowledge: children’s literature and U.S. history textbooks.
Drawing on the history of research on teaching creativity and on arts education, the article argues that the best way to teach for creativity is to transform domain specific education, in each subject area. This requires schools to change the way each subject is taught, so that learning outcomes support the learner’s ability to create within each specific subject. The most effective learning environments are characterized by emergent, improvisational, and collaborative pedagogical structures.
This commentary argues that creativity is best viewed in terms of significant achievement and that such achievement is best developed through promoting critical inquiry.
This commentary notes the oppositional traditions that inform polarized perspectives on disability and schooling, and raises the question of the significance of such divisions for schools and for preparing teachers. Drawing on an international collaborative experience involving competing knowledge traditions the creative possibilities of uncertainty and ambiguity for reforming schools are explored.
Excerpts form a conversation on creativity with Olga Hubard, conducted prior to a symposium on the same topic at Teachers College, are interwoven with artworks by Hubard's students and professional artists.
This commentary details the creative process of New York City teachers and students coming together as players to remix Mary Shelley's Frankenstein in the summer of 2014.
Extrinsic incentives or constraints including the promise of a reward or the expectation of an evaluation have long been used by educators to motivate students. While extrinsic incentives do, in fact, help to ensure that work gets done and that it gets done on time, caution must be exercised when creativity is at stake. In teaching and learning situations where there is one “right” answer and one best path to solution, extrinsic incentives can be extremely effective. However, when more open-ended problems and activities are presented to students, these same extrinsic incentives have been shown to kill Western students’ intrinsic motivation and creativity. In the face of an expected reward or performance evaluation, students are unlikely to take risks and tend not to be fueled by an excitement about learning that would allow them to persist with challenging tasks until they achieve a creative outcome. The complexities of the relation between task motivation and performance outcomes are reviewed and cross-cultural implications are explored.
Many technological artifacts (e.g., humanoid robots, computer agents) consist of biologically inspired features of human-like appearance and behaviors that elicit a social response. The strong social components of technology permit people to share information and ideas with these artifacts. As robots cross the boundaries between humans and machines, the features of human interactions can be replicated to reveal new insights into the role of social relationships in learning and creativity. Peer robots can be designed to create ideal circumstances that enable new ways for students to reflect, reason, and learn. This, in turn, has increased expectations that robots and computer agents will enhance human learning and complement people’s physical, social, and cognitive capabilities. This paper explores how peer-like robots and robotic systems may help students learn and engage in creative ways of thinking.