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Integrity analysis of Educator 2 during unit implementation

Integrity analysis of Educator 2 during unit implementation

Contexts in source publication

Context 1
... educator frequently frames the activity's big picture, and then jumps right in, at times without complete explanation of the activity logistics or purpose (Table 5). As younger middlegraders, youth in this program often struggle with the science content underlying the unit, such as understanding color filters and LiDAR. ...
Context 2
... younger middlegraders, youth in this program often struggle with the science content underlying the unit, such as understanding color filters and LiDAR. She works hard to make sure youth understand what they are doing, and uses a range of pedagogical strategies, such as sequenced questioning and connecting content to everyday life, modifying several activities in order to do so (Table 5). Because the afterschool schedule allows for 90 minutes for the club (rather than the typical 50 minutes), she often extends the activities. ...
Context 3
... the afterschool schedule allows for 90 minutes for the club (rather than the typical 50 minutes), she often extends the activities. Her pedagogical strategy is strong (Table 5), including sustained questioning and eliciting ideas from individuals and table teams, and through whole group discussions. She actively works to make connections to the daily life of youth and the community, and uses examples she thinks the youth will understand. ...
Context 4
... times she deemphasizes important steps in the Engineering Design Process. For instance, she treats Activity 5, which emphasizes that engineers continually strive to improve their designs, as an extension of the prior activity, in which youth construct their first design, and spends little time discussing the importance or purpose of improving (Table 5). ...
Context 5
... educator frequently frames the activity's big picture, and then jumps right in, at times without complete explanation of the activity logistics or purpose (Table 5). As younger middlegraders, youth in this program often struggle with the science content underlying the unit, such as understanding color filters and LiDAR. ...
Context 6
... younger middlegraders, youth in this program often struggle with the science content underlying the unit, such as understanding color filters and LiDAR. She works hard to make sure youth understand what they are doing, and uses a range of pedagogical strategies, such as sequenced questioning and connecting content to everyday life, modifying several activities in order to do so (Table 5). Because the afterschool schedule allows for 90 minutes for the club (rather than the typical 50 minutes), she often extends the activities. ...
Context 7
... the afterschool schedule allows for 90 minutes for the club (rather than the typical 50 minutes), she often extends the activities. Her pedagogical strategy is strong (Table 5), including sustained questioning and eliciting ideas from individuals and table teams, and through whole group discussions. She actively works to make connections to the daily life of youth and the community, and uses examples she thinks the youth will understand. ...
Context 8
... times she deemphasizes important steps in the Engineering Design Process. For instance, she treats Activity 5, which emphasizes that engineers continually strive to improve their designs, as an extension of the prior activity, in which youth construct their first design, and spends little time discussing the importance or purpose of improving (Table 5). ...

Citations

... Another body of evidence that contributed to understanding professional development needs involved systematic observations of OST educators and youth participants during implementation of PLANETS units (Bloom et al., 2019). The purpose of the case study research was to examine how the OST materials affected learners' engineering attitudes and thinking and how the educators supported STEM learning. ...