Curriculum

Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Access Link:

https://www.tandfonline.com/doi/full/10.1080/1046560X.2019.1646063

Author/Presenter:

Susan A. Yoon

Chad Evans

Katherine Miller

Emma Anderson

Jessica Koehler

Lead Organization(s):

University of Pennsylvania (Penn)

Year:

2019

Short Description:

In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

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How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module

Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against hypotheses about Earth’s history and processes that are not readily observable.

Access Link:

https://www.tandfonline.com/doi/full/10.1080/10899995.2019.1622403

Author/Presenter:

Amy Pallant

Hee-Sun Lee

Sarah Pryputniewicz

Lead Organization(s):

Concord Consortium

Year:

2019

Short Description:

In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.

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Curriculum and Instruction at Exemplar Inclusive STEM High Schools

Access Link:

http://j-stem.net/wp-content/uploads/2019/01/jstem_4_2_p6.pdf

Author/Presenter:

Erin Peters-Burton

Ann House

Ed Han

Sharon Lynch

Year:

2018

Short Description:

In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.

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The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation

Science

Curriculum

Professional Development

Video

Middle

Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the authors investigated how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation. They conducted a randomised experimental study with 90 middle school science teachers in the USA.

Access Link:

https://www.tandfonline.com/doi/full/10.1080/1475939X.2019.1583121

Author/Presenter:

Suzanna Loper

Katherine L. McNeill

María González-Howard

Lisa M. Marco-Bujosa

Laura M. O’Dwyer

Lead Organization(s):

University of California, Berkeley (UC Berkeley)

Boston College (BC)

The University of Texas at Austin

Villanova University

Year:

2019

Short Description:

Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.

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Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool

Biology

Science

Curriculum

Educational Technology

Professional Development

High

Implementation of reform curricula requires teachers to adopt new approaches to teaching. Research has provided promising results about the influence of educative curriculum on teachers’ learning and instruction. However, this approach generally focuses on teachers as isolated learners. Using a design-based research approach, the authors developed a web-based tool, iPlan, which provides access to educative curriculum materials in an online interactive learning platform.

Access Link:

https://www.tandfonline.com/doi/full/10.1080/1475939X.2019.1595707

Author/Presenter:

Miray Tekkumru-Kisa

Christian Schunn

Lead Organization(s):

Florida State University (FSU)

University of Pittsburgh (Pitt)

Year:

2019

Short Description:

Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.

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Linear Algebra and Geometry

Linear Algebra and Geometry is organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.

Access Link:

https://bookstore.ams.org/text-46/

Author/Presenter:

Al Cuoco

Kevin Waterman

Bowen Kerins

Elena Kaczorowski

Michelle Manes

Lead Organization(s):

Education Development Center, Inc. (EDC)

Year:

2019

Short Description:

Linear Algebra and Geometry is aimed at preservice and practicing high school mathematics teachers and advanced high school students looking for an addition to or replacement for calculus. The materials are organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.

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Climate literacy: Insights from research on K-16 climate education

Bhattacharya, D., Carroll-Steward, K., Sutter, A., Chandler, M., & Forbes, C.T. (2018). Climate literacy: Insights from research on K-16 climate education. Green Schools Catalyst Quarterly, V(4), 26-35.

Access Link:

http://catalyst.greenschoolsnationalnetwork.org/gscatalyst/december_2018/MobileP...

Author/Presenter:

Devarati Bhattacharya

Cory Forbes

Mark Chandler

Kimberly Carroll Steward

A. McKinzie Sutter

Lead Organization(s):

University of Nebraska-Lincoln

Year:

2018

Short Description:

Authors discuss insights from research on K-16 climate education.

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Middle school teachers’ differing perceptions and use of curriculum materials and the common core

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined.

Access Link:

https://link.springer.com/article/10.1007/s10857-017-9368-0

Author/Presenter:

Amy Roth McDuffie

Jeffrey Choppin

Corey Drake

Jon D. Davis

Jennifer Brown

Lead Organization(s):

Washington State University Tri-Cities

University of Rochester (U of R)

Michigan State University (MSU)

Western Michigan University (WMU)

Year:

2018

Short Description:

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated.