Papers by Ginger M Teague
Springer eBooks, 2021
To prepare for success in a global, technologically-driven economy, PK-12 students need real-worl... more To prepare for success in a global, technologically-driven economy, PK-12 students need real-world opportunities and authentic experiences throughout their educational programs. Educational leaders–administrators, curriculum specialists/coaches, and other school and district level leaders–must create a learning environment that facilitates problem-solving and critical thinking for all students to be ready for futures in the workplace and in higher education. Elementary and secondary education curricula in science, technology, engineering, and mathematics (STEM) fields have evolved to be taught in interdisciplinary, transdisciplinary, and multidisciplinary forms. Although much information about developing and implementing STEM education curricula is available to teachers, educational leaders need more guidance regarding how to effectively lead, facilitate, and support integrative STEM education methods and practices for life-long learning and career exploration. This chapter presents information and methods to be shared between educational leadership and integrative STEM education leaders for use with educators, community partners, and school stakeholders to improve students’ access to meaningful preparations for future work and education opportunities. While individual subjects include specific knowledge and skills, leaders must work with stakeholders in their educational organizations to develop innovative and diverse approaches to integrating STEM subjects in curricula and teaching and learning methods for student success.
NASSP Bulletin, Aug 26, 2012
Deciding which instructional strategies to employ is a complex issue faced daily by middle school... more Deciding which instructional strategies to employ is a complex issue faced daily by middle school teachers. Although a wealth of literature on developmentally appropriate and responsive middle school instructional practices is available, the extent to which these strategies are employed is often unknown. Thus, the purpose of this study was to explore the instructional practices being utilized in core academic subjects in middle schools in a southeastern state. Using a mixed methods case study design, teachers’ espoused beliefs about instruction and instructional practices were explored through a questionnaire and interviews and their actual practices were observed during classroom instruction. Findings revealed a disconnect between teachers’ espoused beliefs and actual practices. One third of participating teachers indicated that the strategy employed most often in their classrooms is that of authentic inquiry, but there was little evidence of this in classroom observations. Instead, 78.3% of observations involved teacher-directed instruction or student seatwork supported by the teacher. Implications for school administrators are also discussed.
NASSP Bulletin, 2012
Deciding which instructional strategies to employ is a complex issue faced daily by middle school... more Deciding which instructional strategies to employ is a complex issue faced daily by middle school teachers. Although a wealth of literature on developmentally appropriate and responsive middle school instructional practices is available, the extent to which these strategies are employed is often unknown. Thus, the purpose of this study was to explore the instructional practices being utilized in core academic subjects in middle schools in a southeastern state. Using a mixed methods case study design, teachers’ espoused beliefs about instruction and instructional practices were explored through a questionnaire and interviews and their actual practices were observed during classroom instruction. Findings revealed a disconnect between teachers’ espoused beliefs and actual practices. One third of participating teachers indicated that the strategy employed most often in their classrooms is that of authentic inquiry, but there was little evidence of this in classroom observations. Instead...
The Palgrave Handbook of Educational Leadership and Management Discourse, 2021
To prepare for success in a global, technologically-driven economy, PK-12 students need real-worl... more To prepare for success in a global, technologically-driven economy, PK-12 students need real-world opportunities and authentic experiences throughout their educational programs. Educational leaders–administrators, curriculum specialists/coaches, and other school and district level leaders–must create a learning environment that facilitates problem-solving and critical thinking for all students to be ready for futures in the workplace and in higher education. Elementary and secondary education curricula in science, technology, engineering, and mathematics (STEM) fields have evolved to be taught in interdisciplinary, transdisciplinary, and multidisciplinary forms. Although much information about developing and implementing STEM education curricula is available to teachers, educational leaders need more guidance regarding how to effectively lead, facilitate, and support integrative STEM education methods and practices for life-long learning and career exploration. This chapter presents information and methods to be shared between educational leadership and integrative STEM education leaders for use with educators, community partners, and school stakeholders to improve students’ access to meaningful preparations for future work and education opportunities. While individual subjects include specific knowledge and skills, leaders must work with stakeholders in their educational organizations to develop innovative and diverse approaches to integrating STEM subjects in curricula and teaching and learning methods for student success.
The purpose of this study was to examine professional community in two school districts through e... more The purpose of this study was to examine professional community in two school districts through examination of the elements of collaborative work groups. Principal and teacher perceptions of collaborative work groups, teacher leadership, and the core of what is important were explored, specifically shared leadership, shared goals, and shared expertise. Findings revealed that although geographically close, the districts were philosophically miles apart in approach to learning communities. Findings provide a view into how successful and unsuccessful shared leadership, expertise, and goals are enacted.
Middle School Journal, 2012
Journal of Educational Administration, 2014
The Palgrave Handbook of Educational Leadership and Management Discourse, 2021
To prepare for success in a global, technologically-driven economy, PK-12 students need real-worl... more To prepare for success in a global, technologically-driven economy, PK-12 students need real-world opportunities and authentic experiences throughout their educational programs. Educational leaders–administrators, curriculum specialists/coaches, and other school and district level leaders–must create a learning environment that facilitates problem-solving and critical thinking for all students to be ready for futures in the workplace and in higher education. Elementary and secondary education curricula in science, technology, engineering, and mathematics (STEM) fields have evolved to be taught in interdisciplinary, transdisciplinary, and multidisciplinary forms. Although much information about developing and implementing STEM education curricula is available to teachers, educational leaders need more guidance regarding how to effectively lead, facilitate, and support integrative STEM education methods and practices for life-long learning and career exploration. This chapter presents information and methods to be shared between educational leadership and integrative STEM education leaders for use with educators, community partners, and school stakeholders to improve students’ access to meaningful preparations for future work and education opportunities. While individual subjects include specific knowledge and skills, leaders must work with stakeholders in their educational organizations to develop innovative and diverse approaches to integrating STEM subjects in curricula and teaching and learning methods for student success.
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Papers by Ginger M Teague