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Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization of a complex teaching practice—the practice of building on student mathematical thinking.

Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization of a complex teaching practice—the practice of building on student mathematical thinking.

In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers.

The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and the ways people apply science knowledge to their daily decision making. One key component of the model brings families together as co-learners and co-teachers through family learning experiences. We describe our work to promote more robust family conversations about science in our lives within an existing research practice partnership, using a two-tiered qualitative conversational analysis to compare the family conversations that result from three family engagement models: (a) family science festivals; (b) family science workshops; and (c) family science home learning.

This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development. We developed the CLIMB observation protocol to capture how teachers implement responsive instruction, integrating language development, biology content, and science practices. The protocol is comprised of six elements that align with research-backed practices to support MLs: Attention to Language, Multiple Modalities, Collaboration, Affirming Identities, Funds of Knowledge, and Sociopolitical Consciousness.

We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature, and report on how these tests are discussed in the literature, with a focus on validity arguments and evidence.

The Next Generation Science Standards (NGSS) provide guidance for climate education and scientific epistemology in secondary schools. This includes tools like climate models and observational data to help students understand global climate patterns. Despite this, teachers often have limited access to standards-based instructional resources on Earth’s climate and global climate change (GCC). In 2022, we implemented a one-week national professional development program (PDP) for secondary teachers introducing two NGSS-aligned climate-related curricula: i) the EzGCM global climate model for students, and ii) carbon capture and sequestration (CCS) technologies. Our study explored, i) what demographic factors are associated with teachers’ assessments of these resources? and ii) what criteria do teachers consider when evaluating the potential adoption of climate-related curricula?

The Next Generation Science Standards (NGSS) provide guidance for climate education and scientific epistemology in secondary schools. This includes tools like climate models and observational data to help students understand global climate patterns. Despite this, teachers often have limited access to standards-based instructional resources on Earth’s climate and global climate change (GCC). In 2022, we implemented a one-week national professional development program (PDP) for secondary teachers introducing two NGSS-aligned climate-related curricula: i) the EzGCM global climate model for students, and ii) carbon capture and sequestration (CCS) technologies. Our study explored, i) what demographic factors are associated with teachers’ assessments of these resources? and ii) what criteria do teachers consider when evaluating the potential adoption of climate-related curricula?

We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform.