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All Journal Research in Social Sciences and Technology Electronic Journal of Education, Social Economics and Technology
Koklu, Onder
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Understanding Barriers to STEM: Teachers' Insights on African American Underrepresentation Ndiangui, Peter; Koklu, Onder
Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.45

Abstract

This study focuses on the development of a measurement instrument to identify Middle and High School mathematics and science teachers’ beliefs about the main factors of underrepresentation of African American students in STEM (Science, Technology, Engineering, and Mathematics) fields. The research method using the stages of instrument development were (1) test design which involved construction of initial item pool by conducting extensive review of literature and coding of participating teachers personal statements (2) determination of validity which involved expert review process to confirm construct and face validity of items, (3) pilot testing which involved collecting data from a second set of participants, (4) determination of reliability which involves conducting a reliability analysis based on data collected from pilot testing and (5) determination of factorial structure which involved Exploratory Factor Analysis (EFA) to identify underlying factors in participating teachers’ belief structures. First, to obtain trustworthy information, voluntary middle and high school mathematics and science teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Secondly, qualitative data obtained from participating teachers’ personal statements were coded. Coding was applied to identify and to group the phrases or sentences that convey the same or similar reasons. Then results from an extensive literature review on this topic were blended in teachers’ common expressions which were determined because of coding procedure. Then 8 content experts assessed content validity and face validity. Finally, the survey was piloted to African American middle and high school mathematics and science teachers. Fifty-three (53) surveys were completed and received back from teachers. Then, exploratory factor analysis was conducted to identify any underlying factors in the scale. Reliability analyses were also conducted for both the entire survey and for each of the factors. Results of the study suggested four underlying components: (1) Access and Resources, (2) Role Models and Representation, (3) Bias and Discrimination, (4) Curriculum and Pedagogy.
Development of teacher professionalism in inquiry learning through learning community Risnanosanti, Risnanosanti; Susyla, Dian; Suyuthie, Hasmi; Mursalin, M; Naziev, Aslanbek; Koklu, Onder; Salcedo, Audy
Electronic Journal of Education, Social Economics and Technology Vol 4, No 1 (2023)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (655.685 KB) | DOI: 10.33122/ejeset.v4i1.80

Abstract

Mechanisms for motivating and involving teachers in learning and working together with their colleagues are currently quite scarce. This study aims to explore the conditions that support teacher professional development in inquiry based learning through learning communities and examine how teacher professional development will impact students learning outcomes. The five teachers selected were a group of teachers who were members of the lesson study community at SMP Negeri 11 Bengkulu city and participated in this study. The qualitative results in this study reveal that the interactive domain, in which the teacher’s professional learning community works collaboratively by sharing teaching experiences and developing assessment tools, plays an important role in promoting teacher professional development. These results reinforce the understanding that conditions and important supporting mechanisms that must be possessed by an effective model for teachers professional development can lead to improved students learning outcomes.
Co-Authors Mursalin, M Naziev, Aslanbek Ndiangui, Peter Risnanosanti Risnanosanti Salcedo, Audy Susyla, Dian Suyuthie, Hasmi