Middle

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.

Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing

In this article, we report on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception. We developed items to capture teachers’ perception of similarity of their own teaching to the teaching shown in three short video clips of authentic classroom instruction. We describe the item design and relate teachers’ moment-to-moment noticing to their reflective noticing as measured by judgements of similarity teachers provided after viewing each video.

Author/Presenter: 
Nicole B. Kersting
James E. Smith
Beau Vezino
Lead Organization(s): 
Year: 
2021
Short Description: 

This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.

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.

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter: 
Shari L. Stockero
Lead Organization(s): 
Year: 
2020
Short Description: 

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

Exploring Differences in Practicing Teachers’ Knowledge Use in a Dynamic and Static Proportional Task

Teachers’ knowledge of proportional reasoning is important, particularly in the middle grades in the USA. This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning. The two tasks invoked different knowledge resources by the same teachers. Results suggest questions to the field around how we access or invoke teacher knowledge and the need to more purposefully explore the potential benefits of using a dynamic task to invoke knowledge resources.

Author/Presenter: 
Rachael Eriksen Brown
Chandra Hawley Orrill
Jinsook Park
Year: 
2020
Short Description: 

This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning.

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.

Teachers’ Abilities to Make Sense of Variable Parts Reasoning

The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning. We were interested in understanding the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective. We used two items, drawn from a larger dataset, that encouraged teachers to reason about proportional situations using a variable parts perspective.

Author/Presenter: 
Chandra Hawley Orrill
John E. Millett
Year: 
2020
Short Description: 

The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning - the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective.

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.

Making Critical Thinking Visible for Student Analysis and Reflection: Using Structured Documentation to Enhance Effective Reasoning and Communication

Butcher, K. R., Runburg-Larson, M., & Lane, M. (2019). Making critical thinking visible for student analysis and reflection: Using structured documentation to enhance effective reasoning and communication. Science Scope, 42(8), 44-53.

Author/Presenter: 
Kirsten R. Butcher
Madlyn Larson
McKenna Lane
Lead Organization(s): 
Year: 
2019
Short Description: 

This Science Scope article discusses how to foster critical-thinking skills in middle school science.

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