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Erin E. Peters-Burton
George Mason University
36Publications
7H-index
117Citations
Publications 36
Newest
#2Ann HouseH-Index: 2
Last.Sharon J. LynchH-Index: 9
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In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case st...
#1Eileen G. Merritt (ASU: Arizona State University)H-Index: 4
#2Jennie Chiu (UVA: University of Virginia)
Last.Randy L. Bell (OSU: Oregon State University)H-Index: 27
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The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teacher...
In an attempt to broaden participation in STEM, a new type of high school is emerging, high schools which include a focus on engineering, have few or no academic admission criteria, and actively involve students of all levels of ability, known as Inclusive STEM High Schools (ISHSs). One aspect of successful ISHSs includes the intentional and explicit integration of engineering learning opportunities into coursework. The purpose of this paper is to report results of a systematic cross-case analys...
#1Seth A. Parsons (GMU: George Mason University)H-Index: 11
#2Jacquelynn A. Malloy (Clemson University)H-Index: 6
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Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and interviews to examine six students’ behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences were rated according to the degree to which tasks were authentic, collaborative, challenging, student directed, and sustained. Results demonstrated that,...
#1Timothy J. Cleary (RU: Rutgers University)H-Index: 16
#2Erin E. Peters-Burton (GMU: George Mason University)H-Index: 7
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In this chapter, we present lessons plans for high school life science courses addressing the topics of natural selection, and the processes of cellular respiration and photosynthesis. Each lesson plan emphasizes the use of innovative motivational- and SRL-enhancing instructional activities embedded within science activities. Using Zimmerman’s three-phase cyclical feedback loop of SRL as a general framework, Cleary and Peters-Burton provide a critical analysis and commentary regarding the extent...
#1Erin E. Peters-Burton (GMU: George Mason University)H-Index: 7
#2Timothy J. Cleary (RU: Rutgers University)H-Index: 16
Last.Anastasia Kitsantas (GMU: George Mason University)H-Index: 25
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Computational thinking has often been overlooked in the K-12 settings, particularly in the Next Generation Science Standards (NGSS). In this chapter, we present a social cognitive self-regulated learning approach for infusing computational thinking into teaching settings using science and engineering practices of NGSS. Self-regulated learning related to computational thinking is viewed as a goal-directed process whereby a learner is required to identify a problem, examine relevant data to inform...
#1Erin E. Peters-Burton (GMU: George Mason University)H-Index: 7
Learning about the nature of science is a crucial part of being a scientifically literate citizen in the modern age. This paper examines parallels between nature of science instruction and the processes explained by self-regulated learning theory, with a particular emphasis on the extension of effective strategies for learners which can be enhanced by the use of self-regulated learning cycles in classrooms. Explicit and reflective approaches to teaching the nature of science are examined and ana...
#1Kelly Schrum (GMU: George Mason University)H-Index: 3
#2Reid Schewbach (GMU: George Mason University)
Last.Erin E. Peters-Burton (GMU: George Mason University)H-Index: 7
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#1Erin E. Peters-Burton (GMU: George Mason University)H-Index: 7
#2Ivan S. Botov (GMU: George Mason University)H-Index: 1
Elementary teachers in the United States are tasked with teaching all core subject matter and have training that involves many topics, which may limit the depth of their subject matter knowledge. Since they have low content knowledge, they often feel less confident about teaching technical subject matter, such as science (Bleicher Journal of Science Teacher Education 17:165–187, 2006). The problem of low confidence of elementary teachers for science instruction is exacerbated when they are expec...
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