debbie dailey - Academia.edu (original) (raw)
Papers by debbie dailey
Thinking Like an Engineer GRADE 4, 2021
Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education
The NAGC Pre-K-Grade 12 Gifted Programming Standards serve as an important benchmark for student ... more The NAGC Pre-K-Grade 12 Gifted Programming Standards serve as an important benchmark for student outcomes and for describing effective educational practices for gifted students. Grounded in theory, cognitive and social science research, and practice, the design of the standards focuses on student outcomes, reflects an emphasis on diversity, and emphasizes a relationship between gifted education, general education, and special education (National Association for Gifted Children [NAGC], 2010). The most recent version of the standards is supported by the following principles: (a) giftedness is evolving and never static, (b) giftedness is found among students from diverse backgrounds, (c) standards should focus on student outcomes rather than practices, (d) educators are responsible for the education of the gifted, and (e) services for gifted and talented students should reflect student abilities, needs, and interests (NAGC, 2010). As such, the
Engineering Instruction for High-Ability Learners in K-8 Classrooms, 2021
This guide is designed for teachers and gifted education coordinators to reflect on and improve t... more This guide is designed for teachers and gifted education coordinators to reflect on and improve their teaching practices and gifted education programs through the lens of student outcomes enumerated in the NAGC Pre-K-Grade 12 Gifted Programming Standards. The Self-Study Guide provides a step-by-step process that includes review of the student outcomes and evidence-based practices for each programming standard, data gathering, completion of a checklist to evaluate practice and prioritize areas needing attention, gap analysis, action planning, and progress check-in. The Guide includes samples for each tool provided, additional resources, questions for further discussion, and examples of sources from which to gather evidence to measure student outcomes
This study examined a program that gives undergraduate candidates options for teacher certificati... more This study examined a program that gives undergraduate candidates options for teacher certification. Candidates in STEM majors were recruited in order to provide them with a compact, flexible, and innovative option for adding teacher licensure to their bachelor degrees. This program used early field experiences that allow candidates to practice inquiry-focused teaching during their first class in an effort to expose them to the teaching profession and to secure their commitments to earning a teaching license in mathematics or science. The purpose of the study was to uncover the variables that contributed to this initial growth. The researchers found that candidates were highly satisfied with the program and were completing the first course with motivation to continue in the program.
A Teacher's Guide to Using the Next Generation Science Standards With Gifted and Advanced Learners, 2021
This book has also been strengthened through a rigorous review process. We want to thank the revi... more This book has also been strengthened through a rigorous review process. We want to thank the reviewers Steve Coxon, Jeff Danielian, and Chrys Mursky, who took time to provide valuable advice and feedback. Finally, the authors want to express a special thank you to Jane Clarenbach, Director of Public Education at the NAGC offce, who has provided the needed energy in supporting the authors through the process and a critical eye in editing the many drafts of this book.
A Teacher's Guide to Using the Next Generation Science Standards With Gifted and Advanced Learners, 2021
Teaching Gifted Children, 2021
STEM Education for High-Ability Learners, 2021
Journal of Science Teacher Education, 2017
ABSTRACT Few research studies have examined postintervention data from professional development i... more ABSTRACT Few research studies have examined postintervention data from professional development interventions on science teaching and learning. Given the limited research, it is recommended that more studies examine the lasting effects of science professional development on teachers and students. The purpose of this current study was to examine the sustained changes in teachers’ science teaching perceptions and process skills as a result of 2 years of an ongoing, embedded science professional development intervention. In this randomized controlled trial,experimental teachers participated in 2 types of professional development across 2 years: (a) Summer institutes (60 hr across 2 years) provided training on problem-based science curriculum units, inquiry-based instruction, classroom management, and technology use in the classroom; and (b) coaching (60 hr across 2 years) provided teachers with assistance in establishing an investigative classroom and implementing the science curriculum. Both experimental and comparison teachers followed the state science frameworks to guide their classroom instruction, but the experimental teachers implemented 1 problem-based curriculum unit in their classroom each year. Teacher data were collected 1 year after the professional development intervention was completed and compared to the data previously collected during the 2-year intervention. Results indicated that positive changes in science teaching perceptions and process skills were maintained 1 year after the professional development was withdrawn.
Roeper Review, 2018
Informal science opportunities provide authentic experiences to stimulate students' interests in ... more Informal science opportunities provide authentic experiences to stimulate students' interests in science and engineering and foster their curiosity through problem-based investigations. STEMulate Engineering Academy was designed to provide children (Grades 3-5) engineering opportunities and offer teachers a unique professional development experience. The program serves as a practicum experience for teachers seeking a gifted and talented add-on license and the camp also offers free professional development to area teachers. Using a co-teaching approach, students gained firsthand experiences from an engineer in the field, and teachers collaborated with engineers to make the content more relevant. Despite a limited number of contact hours, students and teachers demonstrated growth on pre and post engineering assessments. Informal learning opportunities provided by programs such as STEMulate Engineering Academy could possibly spark student interest in science, technology, engineering, and mathematics (STEM)-leading them to a promising career in a STEM field.
Journal for the Education of the Gifted, 2017
Present and future challenges in our society demand a solid science, technology, engineering, and... more Present and future challenges in our society demand a solid science, technology, engineering, and mathematics (STEM) knowledge base, innovative thinking, and the ability to ask the right questions to generate multiple solutions. To prepare innovators to meet these challenges, we must recognize and develop their talents. This advancement and growth can be encouraged through classroom activities, special schools, afterschool or summer programs, competitions, and informal learning opportunities that focus on STEM curricula and authentic experiences. Purposeful introductions, early exposure, and continuous development with science and engineering concepts can affect retention and sustain interest in STEM fields. This article describes how both in-school and informal science opportunities can provide authentic and experiential opportunities to stimulate students’ interests in science and engineering and foster their curiosity through problem-based investigations. In addition, the authors...
School Science and Mathematics, 2016
The purpose of this study was to examine elementary teachers’ science teaching concerns after par... more The purpose of this study was to examine elementary teachers’ science teaching concerns after participating in a two‐year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry‐based instructional strategies, problem‐based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problem‐based science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated ...
Advances in Special Education, 2014
Abstract The various levels of research support undergirding effective practices are outlined. Ev... more Abstract The various levels of research support undergirding effective practices are outlined. Evidence supporting specific programming, service delivery models, and curricular interventions, and a subset of research-based classroom strategies for talented learners is reviewed. Trends and innovations for effective practices in the future are suggested.
Thinking Like an Engineer GRADE 4, 2021
Thinking Like an Engineer GRADE 4, 2021
Designing Services and Programs for High-Ability Learners: A Guidebook for Gifted Education
The NAGC Pre-K-Grade 12 Gifted Programming Standards serve as an important benchmark for student ... more The NAGC Pre-K-Grade 12 Gifted Programming Standards serve as an important benchmark for student outcomes and for describing effective educational practices for gifted students. Grounded in theory, cognitive and social science research, and practice, the design of the standards focuses on student outcomes, reflects an emphasis on diversity, and emphasizes a relationship between gifted education, general education, and special education (National Association for Gifted Children [NAGC], 2010). The most recent version of the standards is supported by the following principles: (a) giftedness is evolving and never static, (b) giftedness is found among students from diverse backgrounds, (c) standards should focus on student outcomes rather than practices, (d) educators are responsible for the education of the gifted, and (e) services for gifted and talented students should reflect student abilities, needs, and interests (NAGC, 2010). As such, the
Engineering Instruction for High-Ability Learners in K-8 Classrooms, 2021
This guide is designed for teachers and gifted education coordinators to reflect on and improve t... more This guide is designed for teachers and gifted education coordinators to reflect on and improve their teaching practices and gifted education programs through the lens of student outcomes enumerated in the NAGC Pre-K-Grade 12 Gifted Programming Standards. The Self-Study Guide provides a step-by-step process that includes review of the student outcomes and evidence-based practices for each programming standard, data gathering, completion of a checklist to evaluate practice and prioritize areas needing attention, gap analysis, action planning, and progress check-in. The Guide includes samples for each tool provided, additional resources, questions for further discussion, and examples of sources from which to gather evidence to measure student outcomes
This study examined a program that gives undergraduate candidates options for teacher certificati... more This study examined a program that gives undergraduate candidates options for teacher certification. Candidates in STEM majors were recruited in order to provide them with a compact, flexible, and innovative option for adding teacher licensure to their bachelor degrees. This program used early field experiences that allow candidates to practice inquiry-focused teaching during their first class in an effort to expose them to the teaching profession and to secure their commitments to earning a teaching license in mathematics or science. The purpose of the study was to uncover the variables that contributed to this initial growth. The researchers found that candidates were highly satisfied with the program and were completing the first course with motivation to continue in the program.
A Teacher's Guide to Using the Next Generation Science Standards With Gifted and Advanced Learners, 2021
This book has also been strengthened through a rigorous review process. We want to thank the revi... more This book has also been strengthened through a rigorous review process. We want to thank the reviewers Steve Coxon, Jeff Danielian, and Chrys Mursky, who took time to provide valuable advice and feedback. Finally, the authors want to express a special thank you to Jane Clarenbach, Director of Public Education at the NAGC offce, who has provided the needed energy in supporting the authors through the process and a critical eye in editing the many drafts of this book.
A Teacher's Guide to Using the Next Generation Science Standards With Gifted and Advanced Learners, 2021
Teaching Gifted Children, 2021
STEM Education for High-Ability Learners, 2021
Journal of Science Teacher Education, 2017
ABSTRACT Few research studies have examined postintervention data from professional development i... more ABSTRACT Few research studies have examined postintervention data from professional development interventions on science teaching and learning. Given the limited research, it is recommended that more studies examine the lasting effects of science professional development on teachers and students. The purpose of this current study was to examine the sustained changes in teachers’ science teaching perceptions and process skills as a result of 2 years of an ongoing, embedded science professional development intervention. In this randomized controlled trial,experimental teachers participated in 2 types of professional development across 2 years: (a) Summer institutes (60 hr across 2 years) provided training on problem-based science curriculum units, inquiry-based instruction, classroom management, and technology use in the classroom; and (b) coaching (60 hr across 2 years) provided teachers with assistance in establishing an investigative classroom and implementing the science curriculum. Both experimental and comparison teachers followed the state science frameworks to guide their classroom instruction, but the experimental teachers implemented 1 problem-based curriculum unit in their classroom each year. Teacher data were collected 1 year after the professional development intervention was completed and compared to the data previously collected during the 2-year intervention. Results indicated that positive changes in science teaching perceptions and process skills were maintained 1 year after the professional development was withdrawn.
Roeper Review, 2018
Informal science opportunities provide authentic experiences to stimulate students' interests in ... more Informal science opportunities provide authentic experiences to stimulate students' interests in science and engineering and foster their curiosity through problem-based investigations. STEMulate Engineering Academy was designed to provide children (Grades 3-5) engineering opportunities and offer teachers a unique professional development experience. The program serves as a practicum experience for teachers seeking a gifted and talented add-on license and the camp also offers free professional development to area teachers. Using a co-teaching approach, students gained firsthand experiences from an engineer in the field, and teachers collaborated with engineers to make the content more relevant. Despite a limited number of contact hours, students and teachers demonstrated growth on pre and post engineering assessments. Informal learning opportunities provided by programs such as STEMulate Engineering Academy could possibly spark student interest in science, technology, engineering, and mathematics (STEM)-leading them to a promising career in a STEM field.
Journal for the Education of the Gifted, 2017
Present and future challenges in our society demand a solid science, technology, engineering, and... more Present and future challenges in our society demand a solid science, technology, engineering, and mathematics (STEM) knowledge base, innovative thinking, and the ability to ask the right questions to generate multiple solutions. To prepare innovators to meet these challenges, we must recognize and develop their talents. This advancement and growth can be encouraged through classroom activities, special schools, afterschool or summer programs, competitions, and informal learning opportunities that focus on STEM curricula and authentic experiences. Purposeful introductions, early exposure, and continuous development with science and engineering concepts can affect retention and sustain interest in STEM fields. This article describes how both in-school and informal science opportunities can provide authentic and experiential opportunities to stimulate students’ interests in science and engineering and foster their curiosity through problem-based investigations. In addition, the authors...
School Science and Mathematics, 2016
The purpose of this study was to examine elementary teachers’ science teaching concerns after par... more The purpose of this study was to examine elementary teachers’ science teaching concerns after participating in a two‐year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry‐based instructional strategies, problem‐based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problem‐based science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated ...
Advances in Special Education, 2014
Abstract The various levels of research support undergirding effective practices are outlined. Ev... more Abstract The various levels of research support undergirding effective practices are outlined. Evidence supporting specific programming, service delivery models, and curricular interventions, and a subset of research-based classroom strategies for talented learners is reviewed. Trends and innovations for effective practices in the future are suggested.
Thinking Like an Engineer GRADE 4, 2021