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Creating Inclusive PreK–12 STEM Learning Environments

Brief CoverBroadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce.

Author/Presenter: 
Malcom Butler
Cory Buxton
Odis Johnson Jr.
Leanne Ketterlin-Geller
Catherine McCulloch
Natalie Nielsen
Arthur Powell
Year: 
2018
Short Description: 

This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.

Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital

This research investigates a design and development approach to improving science teachers’ access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Author/Presenter: 
Susan A. Yoon
Katherine Miller
Thomas Richman
Daniel Wendel
Ilana Schoenfeld
Emma Anderson
Jooeun Shim
Lead Organization(s): 
Year: 
2020
Short Description: 

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Design Considerations in Multisite Randomized Trials Probing Moderated Treatment Effects Journal of Educational and Behavioral Statistics

Past research has demonstrated that treatment effects frequently vary across sites (e.g., schools) and that such variation can be explained by site-level or individual-level variables (e.g., school size or gender). The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects.
Author/Presenter: 
Nianbo Dong
Benjamin Kelcey
Jessaca Spybrook
Year: 
2020
Short Description: 

The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects.

Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention

We examine the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions. We investigate whether and how five teachers’ attention to student thinking changed when implementing problem-based lessons that they collaboratively designed. Using Sherin and van Es’ (2009) framework, we analyzed 14 lessons taught over two consecutive years.

Author/Presenter: 
Gloriana Gonzalez
Gabriela E. Vargas
Year: 
2020
Short Description: 

This article examines the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions.

Characterizing Science Classroom Discourse Across Scales

Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse across scales. Research in Science Education.

Author/Presenter: 
William A. Sandoval
Jarod Kawasaki
Heather F. Clark
Year: 
2020
Short Description: 

This Research in Science Education article focuses on characterizing classroom discourse in science.

Resource Type: 
Publication

Engaging Students with Non-routine Geometry Proof Tasks

Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent.

Author/Presenter: 
Michelle Cirillo
Lead Organization(s): 
Year: 
2018
Short Description: 

Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent.

The Price of Nice: How Good Intentions Maintain Educational Inequity

Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity.

Author/Presenter: 
Angelina E. Castagno, Editor
Lead Organization(s): 
Year: 
2019
Short Description: 

In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities.

The Anthropology of Educational Policy: Ethnographic Inquiries into Policy as Sociocultural Practice

Author/Presenter: 
Angelina E. Castagno
Teresa McCarty
Lead Organization(s): 
Year: 
2018
Short Description: 

This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings.

The Joys of Teaching Ecology in K–12 and Informal Settings

Esposito, R. M. M, Harris, C., Berkowitz, A. R., & Pregnal, M. (2019). The joys of teaching ecology in K-12 and informal settings. Frontiers in Ecology and the Environment, 17(9), 538-539. https://doi.org/10.1002/fee.2122

Author/Presenter: 
Rhea M  M Esposito
Cornelia Harris
Alan R Berkowitz
Maribel Pregnall
Year: 
2019
Short Description: 

This article describes opportunities for primary and secondary ecology education in formal and informal settings.

Supporting Students' Pathways through the Cycle of Inquiry and Justification

The Cycle of Inquiry and Justification was delineated as an essential concept for High School Mathematics (NCTM, 2018). After spending three years observing this cycle in classrooms, we identified the transition from conjecturing to proving as a key site for conceptual obstacles. These obstacles and strategies for overcoming them are explored. This presentation was part of the NCTM 100 Days of Professional Learning.
 
Author/Presenter: 
Michelle Cirillo
Jenifer Hummer
Lead Organization(s): 
Year: 
2020
Short Description: 

This NCTM 100 Days of Professional Learning webinar explores the cycle of inquiry and justification, conceptual obstacles, and strategies for overcoming these obstacles.

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