Standards

Influence of Features of Curriculum Materials on the Planned Curriculum

The study explored the verb clauses and thematic development evident in curriculum materials and in transcripts of teachers planning lessons using the materials. A central argument is that though teacher characteristics influence the ways they plan lessons with curriculum materials, the materials themselves influence teachers’ planned lessons via the ways mathematics is construed in the materials. We used verb clause and thematic analysis to analyze the features of curriculum materials and teachers’ lesson planning using those materials.

Author/Presenter: 
Jeffrey Choppin
Jon Davis
Amy Roth McDuffie
Corey Drake
Lead Organization(s): 
Year: 
2021
Short Description: 

This study explored the verb clauses and thematic development evident in curriculum materials and in transcripts of teachers planning lessons using the materials.

NGSS-Aligned Assessment Tasks for Grades 3–5

This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers.

Development of these tasks and associated resources will be ongoing, throughout the duration of the project period. These updates may include new and revised tasks, tasks for additional performance expectations, task rubrics, and other teacher materials and guides to support classroom assessment.

Author/Presenter: 
Improving Multi-Dimensional Assessment and Instruction Project Team
Year: 
2021
Short Description: 

This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers.

Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Author/Presenter: 
Glenn W. Ellis
Jeremiah Pina
Rebecca Mazur
Al Rudnitsky
Beth McGinnis-Cavanaugh
Isabel Huff
Sonia Ellis
Crystal M. Ford
Kate Lytton
Kaia Claire Cormier
Year: 
2020
Short Description: 

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.

Resource(s): 

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents’ thinking. An intended outcome from this special issue is that readers may better understand think alouds and feel better equipped to use them in practical and research settings.

Author/Presenter: 
Jonathan David Bostic
Lead Organization(s): 
Year: 
2021
Short Description: 

Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.

On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics.

Author/Presenter: 
Yasemin Copur-Gencturk
Erik Jacobson
Richard Rasiej
Year: 
2021
Short Description: 

This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.

The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum

Author/Presenter: 
Jeffrey Choppin
Amy Roth McDuffie
Corey Drake
Jon Davis
Lead Organization(s): 
Year: 
2020
Short Description: 

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments

Conventional assessment analysis of student results, referred to as rubric‐based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance.

Author/Presenter: 
Lourdes Cardozo‐Gaibisso
Seohyun Kim
Cory Buxton
Allan Cohen
Year: 
2019
Short Description: 

Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses.

Next Generation Sheltered Instruction to Support English Learners in Secondary Science Classrooms

Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.

Author/Presenter: 
Cory Buxton
Linda Caswell
Lead Organization(s): 
Year: 
2020
Short Description: 

Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.

Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement

Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement. Paper presented at the Society for Research on Child Development conference [SRCD], Balitmore, MD. March 2019.

Author/Presenter: 
Susanna Hapgood
Peter Paprzycki
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

Paper presented at the Society for Research on Child Development Conference.

Resource(s): 

Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics

Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics. Paper presented at the Global Conference on Education and Research [GLOCER], Sarasota, FL. May 2019.

Author/Presenter: 
Charlene M. Czerniak
Peter Paprzycki
Susanna Hapgood
Joan N. Kaderavek
Lead Organization(s): 
Year: 
2019
Short Description: 

Paper presented at the Global Conference on Education and Research.

Resource(s): 

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