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
Jason Huff. You have challenged me to search, to question, and to learn in ways that I could neve... more Jason Huff. You have challenged me to search, to question, and to learn in ways that I could never have imagined before this endeavor. I am thankful for the direction, challenge, and encouragement provided by Dr. Anfara throughout forum, coursework, my year as a Graff Scholar, and the entire dissertation process. Thank you for countless hours spent reading, editing, and discussing my work. From the first day that Dr. Angelle sat in my classroom as I explored this program, she has continued to push me to "expand the scope of my influence." My sincere thanks are due for the ways you have taught me, believed in me, and have given me opportunities to pursue and present research. I am grateful to Dr. Gilrane for facilitating a class in which educators from multiple disciplines learned from one another and for offering encouragement in my studies and in my life. I am deeply indebted to Dr. Huff for the ways in which he has led me to think outside of my box. I must also acknowledge Dr. Dianne Olivier for not only granting permission to use the PLCA-R instrument, but for also providing valuable input for my research. I am also grateful for the statistical help and advice offered by Mike O'Neil. My most treasured gift from my doctoral program is the amazing group of women who became my dear friends as we shared the adventure as a cohort: Nicole v Wilson, Cherie Gaines, Jennifer Beavers, Tori Henley, and Rosemary Spivey. Thank you for not only sharing our Ph.D. work, but also your lives and families as well! You will always be dear to my heart.
Jason Huff. You have challenged me to search, to question, and to learn in ways that I could neve... more Jason Huff. You have challenged me to search, to question, and to learn in ways that I could never have imagined before this endeavor. I am thankful for the direction, challenge, and encouragement provided by Dr. Anfara throughout forum, coursework, my year as a Graff Scholar, and the entire dissertation process. Thank you for countless hours spent reading, editing, and discussing my work. From the first day that Dr. Angelle sat in my classroom as I explored this program, she has continued to push me to "expand the scope of my influence." My sincere thanks are due for the ways you have taught me, believed in me, and have given me opportunities to pursue and present research. I am grateful to Dr. Gilrane for facilitating a class in which educators from multiple disciplines learned from one another and for offering encouragement in my studies and in my life. I am deeply indebted to Dr. Huff for the ways in which he has led me to think outside of my box. I must also acknowledge Dr. Dianne Olivier for not only granting permission to use the PLCA-R instrument, but for also providing valuable input for my research. I am also grateful for the statistical help and advice offered by Mike O'Neil. My most treasured gift from my doctoral program is the amazing group of women who became my dear friends as we shared the adventure as a cohort: Nicole v Wilson, Cherie Gaines, Jennifer Beavers, Tori Henley, and Rosemary Spivey. Thank you for not only sharing our Ph.D. work, but also your lives and families as well! You will always be dear to my heart.
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