Cynthia Deaton

Teachers’ reflections on effectively managing their classroom: a discussion of how two experienced science teachers examined their classroom management practices

This multiple-case study examined two experienced science teachers’ reflections on their classroom management practice. Specifically, this study examined what factors the participants believed influenced their classroom management approach and how they define their current classroom management approach. Data collected were interviews, journal entries, informal conversations and member checks. Microanalysis was used to analyze the data and cross-case analysis was used to look for similarities and differences between the cases. Participants identified two themes, axial and peripheral responsibilities, and corresponding sub-themes, which influenced their classroom management. They defined their management approach according to a continuum of classroom management approaches ranging from student to teacher-centered. The participants had similar goals with regard to their science classroom yet implemented classroom management in different ways. This study illustrates implications for future research on the factors influencing classroom management.

Creating Stop-Motion Videos with iPads to Support Students’ Understanding of Cell Processes: ’Because You Have to Know What You’re Talking about to Be Able to Do It”

Abstract The purpose of this qualitative case study is two-fold: (a) describe the implementation of a stop-motion animation video activity to support students’ understanding of cell processes, and (b) present research findings about students’ beliefs and use of iPads to support their creation of stop-motion videos in an introductory biology course. Data indicated that students used the devices extensively to access, seek, and share information related to cell processes, which led to their increased familiarity with using the iPad to support their learning. Using iPads and apps enriched students learning experiences by providing them with a creative way to demonstrate their understanding of content, enhanced their communication skills, and provided them with an alternative means for gathering and sharing supplementary resources.

Teachers' Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers' Reflections on Their Science Teaching Practice.

This multiple case study examined the reflections of elementary teachers as they taught science to English language learners (ELLs). The six participants in this study developed explanations about their science teaching with ELLs as they engaged in reflective practice using video-based tools during a professional development experience. Open coding was used to analyze the data and cross-case comparison identified similarities and differences among the participants’ cases. Participants’ reflections indicated that knowledge of their students’ culture and backgrounds influenced their teaching practices and the focus of their reflections. Themes that emerged from participants’ reflections related to navigating the school world, managing the technical classroom, negotiating barriers, nurturing all students, and understanding learning. Findings illustrate the importance of examining teachers’ reflective writings in order to develop an understanding of how they use students’ backgrounds to inform their teaching practice and how they develop their science teaching practice with ELLs.

Using Role-Play and Case Study to Promote Student Research on Environmental Science.

ABSTRACT Reform efforts encourage teachers to engage students in critical thinking skills and research. They also encourage teachers to meet the needs of their diverse student population and support students in developing communication skills. One way to step outside of traditional teaching approaches and engage middle school students in critical thinking, communication skills, and learning communities is by using an integrated role-play and case studies approach. This teaching approach combines the narratives of case study with the simulation and gaming features of role-play. Through this integrated technique, students are provided the context of a scientific issue through a case study, allowed to take on the role of a case study character, and presented with multiple opportunities to research environmental science content.

Move, Stop, Learn: Illustrating Mitosis through Stop-Motion Animation

ABSTRACT Learning about microscopic things, such as cells, can often be mundane to students because they are not able to see or manipulate what they are learning about. Students often recall learning about cell division through memorization—thus they find it tedious and dull. Few opportunities exist that allow students to explore and manipulate cells or the process of cellular division. This activity attempts to combat the monotony that is often associated with learning mitosis by engaging students in creating a stop-motion animation video using iPads. Our students found the activity fun, enjoyed it more than learning mitosis through traditional methods, and believed making the video helped them understand cell division.

Learning through Building: Constructing Knowledge of Design.

ABSTRACT Build It Up! is an engaging activity that integrates science with mathematics through a process that encourages problem-solving, principles of design, creativity, and developing a sense of ones community. This activity, aimed at third- and fourth-grade students, allows students to use manipulatives to design, construct, and test buildings they develop. It also provides students with opportunities to collaborate with their peers and reflect on their understanding of science process skills and principles of design.

Making a Case for a Blended Approach: The Need for The Design-Based Case Study.

Design-basedcasestudiesaddressresearchquestionsthatinvolveinstructionalinnovationswithina boundedsystem.Thisblendofcasestudyanddesign-basedresearchprovidesasystematicapproach toexamininginstructionalinnovationsthatareboundedbyperspective,context,andtime.Designbasedcasestudiesprovideaframeworkforengaginginiterativecyclesofdatacollectionandanalysis thatareusedtodeterminehow,why,andwhetherthegoalsofaninstructionalinnovationhavebeen met.Theauthorsnotecommonconcernssurroundingcasestudyanddesign-basedresearchandhow design-basedcasestudiesaddresstheseconcernsbybuildingonthestrengthsofbothapproaches. KEywoRDS Case Study Research, Design-Based Case Study, Design-Based Research, Instruction, Qualitative, Research Methods

“Prey Play”: Learning about Predators and Prey through an Interactive, Role-Play Game

ABSTRACT “Prey Play” is an interactive role-play activity that provides fifth-grade students with opportunities to examine predator–prey interactions. This four-part, role-play activity allows students to take on the role of a predator and prey as they reflect on the behaviors animals exhibit as they collect food and interact with one another, as well as limiting factors. Through this activity, students will enhance their communication and observation skills and showcase their creativity.