Papers by Angela W Webb
Newly Hired Teachers of Science, 2015
This article uses a narrative approach to start a dialogue about the challenges of teaching blend... more This article uses a narrative approach to start a dialogue about the challenges of teaching blended methods classes that contain traditional and alternative licensure students. Many alternative licensure students enter their methods classes as lateral-entry teachers who must balance their licensure requirements with the demands associated with full-time teaching. However, the needs of these students are often considerably different from those of traditional undergraduate teacher education students, which creates formidable challenges for instructors of blended classes. After reflecting on our experiences in teaching these types of blended classes, we offer recommendations for methods professors who find themselves in similar contexts. c Over the past several decades, teacher shortages have forced states to consider alternative teacher licensure programs in lieu of traditional 4-or 5-year undergraduate teacher training programs offered through colleges and universities. Many of these...
Science Education, 2015
ABSTRACT The close association between science and masculinity has been widely discussed, yet few... more ABSTRACT The close association between science and masculinity has been widely discussed, yet few studies have focused on boys’ negotiation with, and participation in, school science. This paper seeks to trouble monolithic notions of the link between science and masculinity, arguing that the “ideal science student” is a classed, racialized, and gendered construction. Drawing on interviews, observations, surveys, and student work samples, we construct longitudinal case studies of four scientifically talented boys from fourth to sixth grades, showing how “being smart” is a necessary, but not sufficient, requirement for boys who want to position themselves or end up getting positioned as “scientific.” We also demonstrate how “being interested in science” is a useful, but not essential, component of these boys’ identity performances and recognition work. We explain how the boys take up different positions in relation to the “smart science boy” subject position (the “smart boy,” “smart science boy,” “wannabe smart science boy,” and “geeky science boy”) and argue that the boys’ in/ability to authentically inhabit the “ideal science student” subject position is constrained and facilitated by their class and ethnic positionings.
Teaching requires a constant awareness of the social responsibilities associated with meeting the... more Teaching requires a constant awareness of the social responsibilities associated with meeting the learning needs of each child. One way to accomplish this is through developing educational responsiveness awareness in pre-service elementary teachers (PSETs). This is especially true in regards to responding to the needs of English language learners (ELLs). Issues of effectively teaching them are especially paramount in science, a discipline with specific, complex vocabulary that resembles a foreign language for students to grasp and master. Using second language learning experiences, this study sought to impact PSETs’ perceptions and foster the development of educational responsiveness in their teaching. By taking on the role of second language learners, PSETs gained a deeper understanding of the role of appropriate scaffolding to ensure that each student has a teacher prepared to respond to his or her linguistic and cultural needs.
In a world where knowledge is a click away, today’s students need information delivered in ways t... more In a world where knowledge is a click away, today’s students need information delivered in ways that meet their expectations as digital natives. Serious digital games are one way to meet the demand. This particularistic case study sought to understand agriculture teachers’ experiences using a serious digital game in an introductory animal science course. Three themes emerged from the data collected: 1) the real-world context provided by the game; 2) the game’s potential to promote students’ agricultural awareness; and 3) teachers’ positioning of the game as a secondary teaching approach. Based on these findings, it can be recommended that professional development opportunities be created for teachers to learn how to use serious digital games more effectively in other situations. In-service workshops focused on using digital games as a primary approach to teaching secondary agricultural education curricula, especially when simulations are necessary for teaching content. Because agricultural literacy was an unintended outcome, future research should focus intentionally on the impact serious digital games have on agricultural literacy.
Journal of Science and Technology Education
In today’s technological age, visions for technology integration in the classroom continue to be ... more In today’s technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers’ experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.
Science Education, 2015
ABSTRACT The close association between science and masculinity has been widely discussed, yet few... more ABSTRACT The close association between science and masculinity has been widely discussed, yet few studies have focused on boys’ negotiation with, and participation in, school science. This paper seeks to trouble monolithic notions of the link between science and masculinity, arguing that the “ideal science student” is a classed, racialized, and gendered construction. Drawing on interviews, observations, surveys, and student work samples, we construct longitudinal case studies of four scientifically talented boys from fourth to sixth grades, showing how “being smart” is a necessary, but not sufficient, requirement for boys who want to position themselves or end up getting positioned as “scientific.” We also demonstrate how “being interested in science” is a useful, but not essential, component of these boys’ identity performances and recognition work. We explain how the boys take up different positions in relation to the “smart science boy” subject position (the “smart boy,” “smart science boy,” “wannabe smart science boy,” and “geeky science boy”) and argue that the boys’ in/ability to authentically inhabit the “ideal science student” subject position is constrained and facilitated by their class and ethnic positionings.
Journal of Research in Science Teaching, 2011
Page 1. JOURNAL OF RESEARCH IN SCIENCE TEACHING Assessing Equity Beyond Knowledge-and Skills-Base... more Page 1. JOURNAL OF RESEARCH IN SCIENCE TEACHING Assessing Equity Beyond Knowledge-and Skills-Based Outcomes: A Comparative Ethnography of Two Fourth-Grade Reform-Based Science Classrooms Heidi B. Carlone1 Julie Haun-Frank,2 Angela Webb1 ...
Publications by Angela W Webb
Undergraduate STEM (science, technology, engineering, and mathematics) education is in the midst ... more Undergraduate STEM (science, technology, engineering, and mathematics) education is in the midst of a paradigm shift. Accreditation mandates and job market expectations underpin the need for more learner-centered approaches to instruction. In the engineering field, problem- and project-based learning, both of which are often referred to as PBL, are the dominant instructional models called for by accreditation agencies. The aim of this qualitative case study is to analyze and capture a holistic perspective of PBL course design and its implementation
in two communication-intensive undergraduate engineering
courses. Findings include three themes: (a) definitions of PBL are multifaceted and tentative, (b) communication-intensive course design supports PBL enactment, and (c) authentic PBL maintains
the elements of Gold Standard PBL (Larmer, Mergendoller, & Boss, 2015). Both cases are uniquely situated within a university-wide initiative for communication- intensive curricula resulting in increased instructional support for successful implementation of PBL in undergraduate STEM courses. The implications of this study provide examples of communication- intensive undergraduate PBL enactment and complicate current definitions of PBL.
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Papers by Angela W Webb
Publications by Angela W Webb
in two communication-intensive undergraduate engineering
courses. Findings include three themes: (a) definitions of PBL are multifaceted and tentative, (b) communication-intensive course design supports PBL enactment, and (c) authentic PBL maintains
the elements of Gold Standard PBL (Larmer, Mergendoller, & Boss, 2015). Both cases are uniquely situated within a university-wide initiative for communication- intensive curricula resulting in increased instructional support for successful implementation of PBL in undergraduate STEM courses. The implications of this study provide examples of communication- intensive undergraduate PBL enactment and complicate current definitions of PBL.
in two communication-intensive undergraduate engineering
courses. Findings include three themes: (a) definitions of PBL are multifaceted and tentative, (b) communication-intensive course design supports PBL enactment, and (c) authentic PBL maintains
the elements of Gold Standard PBL (Larmer, Mergendoller, & Boss, 2015). Both cases are uniquely situated within a university-wide initiative for communication- intensive curricula resulting in increased instructional support for successful implementation of PBL in undergraduate STEM courses. The implications of this study provide examples of communication- intensive undergraduate PBL enactment and complicate current definitions of PBL.