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Dr. Andrea E. Weinberg
Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ 85287, USA

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0 Interdisciplinary Collaboration
0 Participatory Research
0 Sustainability Education
0 Teacher Education
0 STEM Engagement

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Article
Published: 09 February 2021 in International Journal of Science and Mathematics Education
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Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.

ACS Style

Andrea E. Weinberg; Meena M. Balgopal; Laura B. Sample McMeeking. Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice. International Journal of Science and Mathematics Education 2021, 19, 99 -120.

AMA Style

Andrea E. Weinberg, Meena M. Balgopal, Laura B. Sample McMeeking. Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice. International Journal of Science and Mathematics Education. 2021; 19 (S1):99-120.

Chicago/Turabian Style

Andrea E. Weinberg; Meena M. Balgopal; Laura B. Sample McMeeking. 2021. "Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice." International Journal of Science and Mathematics Education 19, no. S1: 99-120.

Journal article
Published: 09 August 2020 in Sustainability
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Scientists and sustainability scholars continue to make urgent calls for rapid societal transformation to sustainability. Science education is a key venue for this transformation. In this manuscript, we argue that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society. This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions. For fifteen weeks, ten- to twelve-year-olds participated in an after-school program that combined on-site interactive educational activities (e.g., greenhouse gas tag) with off-site digital photography (i.e., photovoice process), and culminated in youth-led climate action in family and community settings. Participants were 55 children (M = 11.1 years), the majority from groups underrepresented in science (52.7% girls; 43.6% youth of color; 61.8% low-income). Combined survey and focus group analyses showed that, after the program, science became more relevant to children’s lives, and their attitudes towards science (i.e., in school, careers, and in society) improved significantly. Children explained that understanding the scientific and social dimensions of climate change expanded their views of science: Who does it, how, and why—that it is more than scientists inside laboratories. Perhaps most notably, the urgency of climate change solutions made science more interesting and important to children, and many reported greater confidence, participation, and achievement in school science. The vast majority of the children (88.5%) reported that the program helped them to like science more, and following the program, more than half (52.7%) aspired to a STEM career. Lastly, more than a third (37%) reported improved grades in school science, which many attributed to their program participation. Towards strengthening children’s science engagement, the importance of climate change learning and action—particularly place-based, participatory, and action-focused pedagogies—are discussed.

ACS Style

Carlie Trott; Andrea Weinberg. Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action. Sustainability 2020, 12, 6400 .

AMA Style

Carlie Trott, Andrea Weinberg. Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action. Sustainability. 2020; 12 (16):6400.

Chicago/Turabian Style

Carlie Trott; Andrea Weinberg. 2020. "Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action." Sustainability 12, no. 16: 6400.

Original article
Published: 02 July 2020 in Sustainability Science
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Sustainability education plays a pivotal role in driving change in the present and shaping our global future. This study explores the process of transformative learning among 67 preservice elementary teachers (PSTs) enrolled in a sustainability science course by analyzing six assignments submitted throughout the semester. Using a combined deductive–inductive coding procedure guided by transformative learning theory, our analyses document how PSTs looked inward (e.g., thinking, feeling), outward (e.g., making connections, relating to others), and forward (e.g., taking action) toward building a sustainable future. During the course, all PSTs experienced a disorienting dilemma, the foundation upon which transformative learning takes place. However, few PSTs demonstrated higher-level perspective transformation. When imagining alternative futures, PSTs drew on limited exposure to sustainability-oriented curricula and practices at internship sites, and perhaps as a consequence, most PSTs reflected foremost on their own lifestyles and consumer actions as primary areas for transformation. Moreover, PSTs rarely viewed themselves as potential agents of collective, policy-directed, or collaborative change. Importantly, it was uncommon for PSTs to reflect on their potential role as agents of change as educators who can cultivate sustainability within their classrooms and through their students. Returning to the inward-, outward-, and forward-looking framework, this paper closes with several recommendations for improving the transformative potential of teacher education—particularly towards preparing PSTs to recognize and actualize their potential to influence both what sustainability science content is taught, how these curricula are addressed, and their role in the classroom as agents of societal transformation toward sustainability.

ACS Style

Andrea E. Weinberg; Carlie D. Trott; Wendy Wakefield; Eileen G. Merritt; Leanna Archambault. Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future. Sustainability Science 2020, 15, 1767 -1787.

AMA Style

Andrea E. Weinberg, Carlie D. Trott, Wendy Wakefield, Eileen G. Merritt, Leanna Archambault. Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future. Sustainability Science. 2020; 15 (6):1767-1787.

Chicago/Turabian Style

Andrea E. Weinberg; Carlie D. Trott; Wendy Wakefield; Eileen G. Merritt; Leanna Archambault. 2020. "Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future." Sustainability Science 15, no. 6: 1767-1787.

Review
Published: 15 October 2019 in The Teacher Educator
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ACS Style

Andrea E. Weinberg; Ann Sebald; Cerissa A. Stevenson; Wendy Wakefield. Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education. The Teacher Educator 2019, 55, 190 -213.

AMA Style

Andrea E. Weinberg, Ann Sebald, Cerissa A. Stevenson, Wendy Wakefield. Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education. The Teacher Educator. 2019; 55 (2):190-213.

Chicago/Turabian Style

Andrea E. Weinberg; Ann Sebald; Cerissa A. Stevenson; Wendy Wakefield. 2019. "Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education." The Teacher Educator 55, no. 2: 190-213.

Articles
Published: 04 April 2019 in Studies in Higher Education
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Embedded within ongoing university-community partnerships, participatory action research experiences for undergraduates – or PAR-based UREs – are multi-disciplinary, action-oriented research opportunities that engage undergraduates in collaborative research to address community-defined challenges. PAR-based UREs integrate participatory action research (PAR), a practice of social scientists, with undergraduate research experiences (UREs), a widespread and well-funded tradition in STEM (science, technology, engineering, and mathematics) fields. PAR-based UREs offer a promising avenue towards fostering constructive university-community relations, while positioning undergraduate students to be competent researchers and critical change agents in collaboration with communities. This theoretical discussion introduces the concept and practice of PAR-based UREs by: (1) reviewing ‘traditional’ PAR and URE arrangements as separate entities; (2) offering a theoretical rationale for their integration; and (3) describing the formation, organization, and outcomes of a PAR-based URE pilot program, which underscores the need for a coordinated approach towards benefiting – and reconnecting – students, communities, universities, and the public.

ACS Style

Carlie D. Trott; Laura B. Sample Mcmeeking; Andrea E. Weinberg. Participatory action research experiences for undergraduates: forging critical connections through community engagement. Studies in Higher Education 2019, 45, 2260 -2273.

AMA Style

Carlie D. Trott, Laura B. Sample Mcmeeking, Andrea E. Weinberg. Participatory action research experiences for undergraduates: forging critical connections through community engagement. Studies in Higher Education. 2019; 45 (11):2260-2273.

Chicago/Turabian Style

Carlie D. Trott; Laura B. Sample Mcmeeking; Andrea E. Weinberg. 2019. "Participatory action research experiences for undergraduates: forging critical connections through community engagement." Studies in Higher Education 45, no. 11: 2260-2273.

Research article
Published: 01 December 2018 in Advances in Developing Human Resources
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The Problem The US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. The shortage can be explained by both low teacher recruitment and high teacher turnover; however, the reasons why teachers leave the profession are complex. The Solution We argue that teacher professional development programs are often focused on how teachers can meet the needs of their students but ignore how teachers can build their own professional resilience. We draw from research in both teacher self-efficacy and ecological adaptive capacity to propose a revised Teacher-Centered Systemic Reform Model that identifies adaptive capacity as an outcome goal for individuals and school systems. School environments are dynamic (e.g., new policies, student needs, and changing administrators), and as a result, teachers need skills to adapt, enabling them to be resilient while still meeting students’ needs. The Stakeholders Professional development, teacher educators, human resource development (HRD) practitioners, K-12 STEM teachers.

ACS Style

Diane S. Wright; Meena M. Balgopal; Laura B. Sample McMeeking; Andrea E. Weinberg. Developing Resilient K-12 STEM Teachers. Advances in Developing Human Resources 2018, 21, 16 -34.

AMA Style

Diane S. Wright, Meena M. Balgopal, Laura B. Sample McMeeking, Andrea E. Weinberg. Developing Resilient K-12 STEM Teachers. Advances in Developing Human Resources. 2018; 21 (1):16-34.

Chicago/Turabian Style

Diane S. Wright; Meena M. Balgopal; Laura B. Sample McMeeking; Andrea E. Weinberg. 2018. "Developing Resilient K-12 STEM Teachers." Advances in Developing Human Resources 21, no. 1: 16-34.

Journal article
Published: 18 September 2018 in Sustainability
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PAR-based UREs are undergraduate research experiences (UREs)—built into university-community partnerships—that apply principles of participatory action research (PAR) towards addressing community-defined challenges. In this paper, we advance PAR-based UREs as an action-oriented framework through which higher education institutions can simultaneously enact and advance the United Nations sustainable development agenda, while cultivating student development. We draw upon interdisciplinary scholarship on sustainable development and PAR, as well as empirical findings from a pilot program, to accomplish dual goals. First, through the lens of six Sustainable Development Goal (SDG) clusters, we explore the synergies between undergraduate PAR engagement and sustainable development, explaining how PAR-based UREs can prefigure and facilitate SDG achievement by promoting cross-sector collaboration and supporting diverse stakeholder engagement through community-driven research and action. Second, within each SDG cluster, we offer complementary reflections and recommendations around the design and implementation of PAR-based UREs towards advancing students’ skills and abilities as: (1) Community Collaborators (and Learners); (2) Community-Engaged Researchers; (3) (Interdisciplinary) Scholars; (4) Agents of Change; (5) (Sustainable) Co-Innovators; and (6) Institutional Representatives. Finally, we discuss the critical role of higher education institutions in minimizing structural barriers to PAR-based URE implementation, given their prefigurative and practical potential for both SDG achievement and student development.

ACS Style

Carlie D. Trott; Andrea E. Weinberg; Laura B. Sample McMeeking. Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development. Sustainability 2018, 10, 3332 .

AMA Style

Carlie D. Trott, Andrea E. Weinberg, Laura B. Sample McMeeking. Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development. Sustainability. 2018; 10 (9):3332.

Chicago/Turabian Style

Carlie D. Trott; Andrea E. Weinberg; Laura B. Sample McMeeking. 2018. "Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development." Sustainability 10, no. 9: 3332.

Learning
Published: 03 June 2018 in Science Education
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Undergraduate research experiences (UREs) that include interdisciplinary, engagement‐oriented, and collaborative experiences have the potential to benefit students in unique ways. Through these innovative experiences, students are able to see the social impact and importance of their work—a factor known to strengthen the academic and career persistence of students traditionally underrepresented in science, technology, engineering, and mathematics (STEM) fields. In the present study, students assumed simultaneous roles as students, interdisciplinary researchers, and community liaisons as they facilitated a community‐engaged participatory research project. Using interpretive phenomenological analysis, we explore students’ evolving perspectives of knowledge generation and social change processes before, during, and after the URE. Findings emphasize participants’ altered views of the respective roles of academic researchers and community members in generating knowledge, the value of interdisciplinary research, and the potential of innovative UREs to foster positive change—in academic and community contexts.

ACS Style

Andrea E. Weinberg; Carlie D. Trott; Laura B. Sample McMeeking. Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research. Science Education 2018, 102, 1155 -1175.

AMA Style

Andrea E. Weinberg, Carlie D. Trott, Laura B. Sample McMeeking. Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research. Science Education. 2018; 102 (6):1155-1175.

Chicago/Turabian Style

Andrea E. Weinberg; Carlie D. Trott; Laura B. Sample McMeeking. 2018. "Who produces knowledge? Transforming undergraduate students’ views of science through participatory action research." Science Education 102, no. 6: 1155-1175.

Journal article
Published: 27 April 2016 in School Science and Mathematics
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ACS Style

Laura B. Sample McMeeking; Andrea E. Weinberg; Kathryn Boyd; Meena M. Balgopal. Student Perceptions of Interest, Learning, and Engagement from an Informal Traveling Science Museum. School Science and Mathematics 2016, 116, 253 -264.

AMA Style

Laura B. Sample McMeeking, Andrea E. Weinberg, Kathryn Boyd, Meena M. Balgopal. Student Perceptions of Interest, Learning, and Engagement from an Informal Traveling Science Museum. School Science and Mathematics. 2016; 116 (5):253-264.

Chicago/Turabian Style

Laura B. Sample McMeeking; Andrea E. Weinberg; Kathryn Boyd; Meena M. Balgopal. 2016. "Student Perceptions of Interest, Learning, and Engagement from an Informal Traveling Science Museum." School Science and Mathematics 116, no. 5: 253-264.