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Creators/Authors contains: "Francom, Rachel"

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  1. ; ; ( , Annual meeting program - American Educational Research Association)
    Elementary school teachers who enter the profession with positive STEM attitudes and abilities have increased confidence in teaching math and science which can positively impact their students. Understanding the reasons why STEM majors switch career paths and persist in elementary education could have implications for undergraduate recruitment as well as long-term teacher retention. This paper presents two case studies using interview data involving fourth-year undergraduate elementary teacher candidates, both former STEM majors. In this qualitative analysis, I unpack motivating factors pertinent to their educational choices, in particular why participants switched from STEM fields to education. Results show high value is placed on elements like creative license, enjoyable classrooms, strong relationships, and safe spaces to take risks. Less important are lucrative careers and professional “success.” 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ( , Annual meeting program - American Educational Research Association)
    There have been increased calls for elementary teachers to integrate and connect knowledge across STEM disciplines. Along those lines, previous empirical research has identified known leverage points based on the disciplinary practices of representation and argumentation in math and science. Using the theoretical framework of resource theory, we analyzed data of pre-service teachers (PSTs) participation in open-ended performance assessments in math and science that asked them to utilize their subject matter knowledge and pedagogical content knowledge to address a realistic classroom challenge related to a hypothetical teaching scenario. Results show that the PSTs have a variety of productive knowledge resources related to generating and analyzing arguments and representations. We discuss the implications for elementary STEM teaching and teacher preparation. 
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    Accepted Manuscript Full Text Available