Asta B Schram

Asta B Schram
University of Iceland | HI · School of Health Sciences

Doctor of Philosophy in Educational Psychology/Curriculum and Instruction

About

27
Publications
4,468
Reads
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202
Citations
Citations since 2017
11 Research Items
173 Citations
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Additional affiliations
September 2010 - December 2015
Virginia Tech (Virginia Polytechnic Institute and State University)
Position
  • PhD Student
Education
September 2010 - September 2015
September 2003 - September 2007
University of Akureyri
Field of study
  • Educational Leadership

Publications

Publications (27)
Article
Full-text available
In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies...
Article
Full-text available
Jenny Lo is an Advanced Instructor in the Department of Engineering Education at Virginia Tech. She has been the Co-coordinator of a first-semester introductory engineering course and has taught multiple first-year engineering courses. Asta B. Schram, Virginia Tech Asta B. Schram is a Ph.D. student in educational psychology at Virginia Polytechnic...
Article
In this article we share our experience of successfully changing our teaching and assignment methods by combining scientific research and student learning, with both students and faculty benefitting. Students applied their course material in a practical assignment collecting nursing faculty study data. In a survey following the course completion, s...
Article
Background Faculty development needs to consider the perceived needs of the teachers it serves. However, little is known about the faculty development needs of physical therapy adjuncts (casuals, contingent, non-tenured, sessional). Objectives The aim of this study was to compare the highest-rated faculty development needs identified by physical t...
Article
Background Teacher identity among physical therapists is challenged by other identities such as clinician and/or researcher. Yet, having a teacher identity has been shown to be a critical organizing element in a persons’ professional life, driving their choices and energies. Objectives This discussion paper was designed to explore the health scien...
Article
Full-text available
Background It is uncommon for faculty development professionals to assess faculty attitudes towards their teaching responsibilities and their perceived obstacles to teaching effectiveness. The purposes of this study were (a) to document faculty attitudes and practices related to applying motivation principles, and (b) to identify the perceived cont...
Article
Full-text available
Context: Both classroom and clinical sessionals are often overlooked in faculty development, even though they play an important role in student learning. Our aim was to contrast classroom and clinical sessional faculty´s experiences of and perceived needs for connectedness, appreciation, and support, in relation to their teaching quality. We then...
Article
Full-text available
Background: About 70% of teachers who instruct healthcare students are considered sessional (adjunct/temporary part-time) faculty and receive limited instruction in pedagogy. Sessional faculty may feel isolated and struggle with their teacher identity, and are often assumed to vary in their commitment, motivation, and ability to teach. However, re...
Article
Full-text available
Context Researchers suggest that teachers’ work environment affects their sense of connectedness and appreciation, which affects their educator identity. However, sessional (also known as adjunct, clinical, contingent and non‐tenured) faculty members may struggle with their educator identity. The purpose of this exploratory study was to examine the...
Article
Full-text available
Námsmatsaðferðir í háskólum eru margs konar, en þær eru valdar með tilliti til þess viðfangsefnis sem um ræðir og þess sem stendur til að meta hjá nemanda í samræmi við hæfni­viðmið námskeiðs. Ritgerðaskil, fjölvalspróf (krossapróf ), úrdrættir og mat á fyrirlestrum nemenda eru algengar aðferðir við námsmat. Námsmat þarf, ef vel á að vera, að byggj...
Article
Full-text available
Background One significant factor in facilitating students’ career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth grade. To reach students at this critical stage, a design-based afterschool STEM program, titled Studio STEM, was implemented to fo...
Article
We investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-repo...
Article
The primary purpose of this study was to examine the ways in which a 12-week afterschool science and engineering program affected middle school students' motivation to engage in science and engineering activities. We used current motivation research and theory as a conceptual framework to assess 14 students' motivation through questionnaires, struc...
Article
The current generation of college students has been dubbed Digital Natives, Generation Y and/or the Net Generation and seemingly possesses distinctive habits as well as perceptions about the use of digital media and device that set them apart from their predecessors. Despite the claim that these college students are avid consumers and users of medi...

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Projects

Projects (2)
Project
This is my doctoral project. We are using mixed methods (survey and focus groups) to explore two different areas that might result in diversity and improvement in teaching. One of these areas is looking at teachers' attitudes towards motivational strategies. The thought process being that, if they feel it is their responsibility, the teacher will use motivational strategies. Therefore, we are exploring the barriers that teachers name to using motivational strategies. The other area of interest is our sessional/adjunct teachers in the health sciences. Most have no training in pedagogy and may rely on their clinical skills while teaching. We are looking at their needs for support and also their needs for connectedness and appreciation for their teaching, differentiating between teachers who teach in the classroom and those that teach in the clinic. Thank you for your interest.
Archived project