Donna R. Sterling's research while affiliated with George Mason University and other places

Publications (19)

Article
Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD th...
Conference Paper
This session reports on the experiences of seven NSF GK-12 fellows, A PI and Co-PI and external evaluator who participated in a one month trip to India in December, 2011-January, 2012. The seven fellows are a part of a GK-12 STEM capacity building program sponsored by the National Science Foundation that pairs graduate fellows with K-12 teachers to...
Article
Student test scores increase when teachers with subject expertise learn more about pedagogy and receive support during instruction.
Article
This paper reports on creative partnerships to create learning communities to benefit students, parents, and teachers in the urban setting. Science Camp is a university day camp offering problem-based science exploration for urban middle school students and an introduction to college life. For parents it is an opportunity to learn about college opp...
Conference Paper
Full-text available
This WIP documents the development, implementation efforts, and preliminary results of SUNRISE a unique graduate Fellowship program at George Mason University (GMU) that targets graduate students working in the grade 4-6 school environment. SUNRISE is a new GK-12 project aimed at partnering STEM (science, technology, engineering, and mathematics) g...
Article
For eight years, relationships with community partners have been the mainstay of a science enrichment program for secondary students. Through the use of problem-based learning, science classes use, the techniques and tools of scientists to solve authentic problems directly related to students' interests and needs. In this article, the author descri...
Article
Stonewall Elementary had adopted a co-teaching model for special education services in which one special educator was assigned to the primary grades and another to the intermediate level. Each grade had one designated class for inclusion of students formerly educated in resource rooms. Bill was looking forward to this new arrangement that would all...
Article
George Mason University provides online courses for educators. One course encourages teachers to master the Internet as a tool and resource for classroom instruction. This paper describes course configuration and development based on feedback from teachers in Department of Defense Dependents Schools in Germany. Pilot course results indicate that in...
Article
The Challenge of New Science Teacher Attrition Nationally, there is a growing shortage of science teachers. As a result, many school districts are forced to hire teachers with science degrees but little training in education or experience teaching. These ill-prepared, new science teachers face the extra challenge of discovering how to teach on thei...
Article
This study examines the extent to which follow-up sessions can provide support for earth science teachers as they apply what they learn from professional development coursework during the academic year with their own students. Data include direct observation of follow-up sessions of courses for teachers; interviews with course co-instructors and te...

Citations

... Page 22.747.2 Much of what has been written about GK-12 programs describes the activities of Fellows [3][4][5][6][7][8][9][10][11][12][13][14][15] . ...
... We named cluster 4 as the generalist teachers because there was a significant number of elementary teachers in this cluster compared to other clusters (Anderson & Clark, 2012). Furthermore, this cluster was characterized by low science teaching efficacy beliefs which many studies (e.g., Maeng et al., 2020;Mangiante, 2018) have shown is typical among elementary science teachers. Additionally, while the teachers in this group had low science teaching efficacy beliefs, they had high attitudes toward the twenty-first century attitudes which might reflect higher understanding of general pedagogical knowledge, since elementary teachers tend to teach all subject areas (Anderson & Clark, 2012). ...
... The work procedure details what can and cannot be done by students when they are in the science laboratory. According to frazier and Sterling (2005), there are two kinds of science laboratory rules, namely (1) general rules for when in the science laboratory, and (2) safety procedures to follow when in the science laboratory. The latter is prepared to protect students and those around them from injury, as well as to avoid damage to equipment, and to protect the environment. ...
... In addition to science content and processes, the NGSS and many state science standards (i.e., Oklahoma) incorporate the engineering design process throughout the grade levels. With fewer than five percent of elementary teachers reporting completion of college coursework in engineering (Trygstad et al., 2013), professional development for science teachers will be greatly needed to address the NGSS and to train teachers on how to incorporate engineering practices into the classroom (Wilson, 2013). Further, elementary teacher preparation must adjust in order to prepare elementary teachers to teach engineering practices in the classroom. ...
... The author's courses at GMU have been taught with synchronous Internet delivery since 1994 and now are in a third generation of delivery technology [3][4][5][6][7]. These courses are available in the classroom and online simultaneously. ...
... Experiential learning theory has been conceptualized in a variety of ways and is deemed to be a prominent learning method in adulthood [37,38]. Whether for students or senior citizens, the authenticity of citizen science is believed to provide numerous benefits and influences upon participants, including increased scientific literacy, understanding of the nature of science and scientific process, increasing engagement in environmental policy decisions, pro-environmental behaviors, community engagement, and increasing logical debate and decision-making skills for handling scientific, social, and political issues [1,3,28,[39][40][41][42][43][44][45][46]. Knowledge gains afforded by citizen science efforts have been identified as a path to increase public engagement, inputs, and decision-making for conservation, natural resource management, and environmental protection efforts [47]. ...
... In contrast to eld-based instruction, PBL is a pedagogical strategy that can support student learning in science (Akinoğlu & Tandoğan, 2007;Baumgartner & Zabine, 2008;Hmelo-Silver 2004;Kolodner et al., 2003;Schmidt et al., 2011;Sterling, Matkins, Frazier, & Logerwell, 2007). Problem-based learning is de ned by instruction that (a) provides an open-ended problem to students; (b) includes a problem that has multiple solutions; (c) includes opportunities for student collaboration; and (d) engages students in scienti c practices (Hmelo-Silver, 2004). ...
... Three out of the four schools interviewed lacked science space for children to interact and manipulate the tools during the science lessons. Towards this end, Frazier Sterling, Logerwell and Kitsantas (2008:3) points out those science teachers need to be assigned rooms that are purposely designed for science instruction. They need to be able to teach in one room so that they are not spending their time providing for the same science activity in different rooms. ...