Middle

Out-of-Field Teaching in Science

Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science.

Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020). Special issue: Out-of-field teaching in science. Journal of Science Teacher Education, 31(7), 719-820.

Author/Presenter: 
Julie A. Luft
Linda Hobbs
Deborah Hanuscin
Lead Organization(s): 
Year: 
2020
Short Description: 

Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science.

Taking STEM Enrichment Camps Virtual: Strategies & Reflections from Quick Pivot Due to COVID-19

Since COVID-19 began spreading in the US and quickly established as a global pandemic in March of 2020, the NSF-funded STEM SEALS team at North Florida College faced the touch decision to either

Author/Presenter: 
Rebecca Zulli Lowe
Adrienne Smith
Christie Prout
G. G. Maresch
Christopher Bacot
Lura Sapp
Bill Eustace
Year: 
2021
Short Description: 

This exploratory study aimed to (1) identify the  barriers to moving STEM enrichment programming in a rural environment from in-person to virtual activities during the COVID-19 pandemic, (2) describe key decisions that were made in transitioning to the virtual format along with the rationale behind those decisions, and (3) disseminate best practices that emerged from the inaugural effort.

The Power of Interviewing Students

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The power of interviewing students. Mathematics Teacher: Learning and Teaching PK-12, 114(6), 436–444.

Author/Presenter: 
Theresa J. MacVicar
Amy R. Brodesky
Emily R. Fagan
Year: 
2021
Short Description: 

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation

We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Author/Presenter: 
J. Bryan Henderson
Nicole Zillmer
April Holton
Steven Weiner
Eric Greenwald
Megan Goss
M. Lisette Lopez
Christina Morales
P. David Pearson
Katherine L. McNeill
Lead Organization(s): 
Year: 
2021
Short Description: 

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

Collaboratively Engineering for Justice in Sixth Grade STEM

In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed.

Author/Presenter: 
Angela Calabrese Barton
Kathleen Schenkel
Edna Tan
Lead Organization(s): 
Year: 
2021
Short Description: 

In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed.

Competencies and Behaviors Observed When Students Solve Geometry Proof Problems: An Interview Study with Smartpen Technology

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks. Student work was documented through the use of smartpen technology which allowed the researchers to "track" students' written work on the proof tasks as well as hear the students' explanations of their thinking about the tasks. Although the two tasks highlighted in this paper were relatively routine triangle congruent proofs, only 7 out of 23 of the sampled students were successful on both proofs.

Author/Presenter: 
Michelle Cirillo
Jenifer Hummer
Lead Organization(s): 
Year: 
2021
Short Description: 

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.

Teachers Collaborating in Communities of Mathematics Immersion

Beyond initial college preparation, secondary teachers in the United States have few professional opportunities to do and learn challenging mathematics, especially incollaboration with colleagues. The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching.

Author/Presenter: 
Daniel J. Heck
Pippa Hoover
Evelyn M. Gordon
Matthew McLeod
Lead Organization(s): 
Year: 
2020
Short Description: 

The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching. This study of two groups of sites over one year examines fidelity to the program as a model for systematically providing these opportunities, and the extent to which teacher participants experienced immersion, community, and connection in their collaborative work with the course facilitator and their local and distant colleagues.

Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying

In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content.

Author/Presenter: 
Eva Thanheiser
Kathleen Melhuish
Amanda Sugimoto
Brenda Rosencrans
Ruth Heaton
Year: 
2021
Short Description: 

In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying.

Science and Engineering Practices Tools

The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit. These specific components are outlined within the tool for each SEP.

Author/Presenter: 
ASE-NIC Project Team
Year: 
2020
Short Description: 

The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit.

ASET Toolkit

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012). The tools are not meant to be used in isolation, but with peers to promote discourse for understanding the goals and aligning instruction for the NGSS.

Author/Presenter: 
ASE-NIC Project Team
Year: 
2020
Short Description: 

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012).

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