Pedagogy

Longitudinal Studies of Teacher Development in Elementary Mathematics and Science

STEM Categorization: 
Day: 
Thu

Learn about the work and findings of two longitudinal studies examining the development of knowledge, beliefs, and instructional practices among pre-service and early-career elementary teachers in mathematics and science.

Date/Time: 
2:15 pm to 3:45 pm

Over the past five years, research teams at Western Washington University and North Carolina State University have each conducted longitudinal studies to examine elementary teacher development in mathematics and science. Specifically, they have investigated the development of pre-service/novice teachers’ knowledge, beliefs, and instructional practices during teacher preparation and into their initial years of teaching. 

Session Types: 

Culturally Responsive Education

STEM Categorization: 
Day: 
Thu

Review themes related to culturally responsive STEM instruction, and generate ideas for advancing research and practice in this area.

Date/Time: 
11:15 am to 12:00 pm
Facilitators: 
Session Materials: 

Levels of Participatory Conceptions of Fractional Quantity Along a Purposefully Sequenced Series of Equal Sharing Tasks: Stu's Trajectory

Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research that provides a characterization of key understandings (KUs) of fractional quantity evidenced by children with learning disabilities (LD) and how growth of conceptual knowledge may occur within these children's mathematical activity.

Author/Presenter: 
Jessica Hunt
Arla Westenskow
Juanita Silva
Jasmine Welch-Ptak
Lead Organization(s): 
Year: 
2016
Short Description: 

Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research that provides a characterization of key understandings (KUs) of fractional quantity evidenced by children with learning disabilities (LD) and how growth of conceptual knowledge may occur within these children's mathematical activity. This case study extends current literature by presenting KUs of fractional quantity, evidenced through problem solving strategies, observable operations, and naming/quantification of one fifth grader with LD before, during, and after seven instructional sessions situated in equal sharing.

EducaTIK 2015 Conference; Cali, Colombia

Event Date: 
Fri, 06/05/2015 - 3:00am to Sat, 06/06/2015 - 3:00pm
Event Type: 
Discipline / Topic: 

Navigating to NGSS Success: Identifying a Research Agenda

Day: 
Wed

Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Collaborative Panel Session

The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.

Discussion of Promising Scale-up Strategies for Reaching Classrooms

Day: 
Tues

Participants and the presenters will discuss their experiences—including releasing free and paid apps—and provide suggestions to others for successfully reaching many users.

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Feedback Session (Work in Post-development)
Session Materials: 

Over a period of five years the SmartGraphs project developed HTML5 software for teaching and learning STEM subjects that make use of line graphs and scatter plots. SmartGraphs activities help students understand the “story” represented by a graph. The project created dozens of activities for algebra, physical science, and other STEM subjects, as well as an authoring system allowing non-computer-programmers to create and disseminate free online activities.

Equitable Teaching Practices in Math

Day: 
Tues

Presenters seek feedback on an observational instrument designed to identify preservice teachers’ abilities to identify equitable teaching practices.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Feedback Session (Work in Development)

The original version of the Mathematical Quality and Equity (MQE) video codes (Goffney, 2010; LMT, 2010) were developed as a section of the Mathematical Quality and Instruction observational instrument developed by the Learning Mathematics for Teaching Project at the University of Michigan.

Middle School Science Teachers’ Confidence and Pedagogical Practice of New Literacies

Author/Presenter: 
Hui-Yin Hsu
Shiang-Kwei Wang
Lisa Runco
Year: 
2012
Short Description: 

Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students’ new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers’ confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers’ ICTs and new literacies skills, and randomly observed 15 teachers’ new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices.

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