Reading List: Recent DRK-12 Project Publications

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Characterizing Science Classroom Discourse Across Scales

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

Author(s):
William A. Sandoval, Jarod Kawasaki, Heather F. Clark
Year:
2020

The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners

This research focuses on ways in which balance scales mediate students’ relational understandings of the equal sign.

Author(s):
Ana Stephens, Yewon Sung, Susanne Strachota, Ranza Veltri Torres, Karisma Morton, Angela Murphy Gardiner, Maria Blanton, Eric Knuth, Rena Stroud
Year:
2020

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 - the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective.

Author(s):
Chandra Hawley Orrill, John E. Millett
Year:
2020

Different Ways to Implement Innovative Teaching Approaches at Scale

This article discusses the implementation of innovative teaching approaches in mathematics.

Author(s):
Katja Maass, Paul Cobb, Konrad Krainer, Despina Potari
Year:
2019

Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis

This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual understanding and problem-solving skills around the areas of measurement and data analysis.

Author(s):
Christian T. Doabler, Ben Clarke, Derek Kosty, Jessica E. Turtura, Allison R. Firestone, Keith Smolkowski, Kathleen Jungjohann, Tasia L. Brafford, Nancy J. Nelson, Marah Sutherland, Hank Fien, Steven A. Maddox
Year:
2019

Applying the Curriculum Research Framework in the Design and Development of a Technology-Based Tier 2 Mathematics Intervention

The production of the first-grade Precision Mathematics intervention was grounded in the Curriculum Research Framework (CRF), which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that teachers and students can feasibly implement the first-grade Precision Mathematics intervention in authentic education settings. Challenges faced in developing technology-based mathematics interventions are discussed.

Author(s):
Christian T. Doabler, Ben Clarke, Allison R. Firestone, Jessica E. Turtura, Kathy J. Jungjohann, Tasia L. Brafford, Marah Sutherland, Nancy J. Nelson, Hank Fien
Year:
2019

The Price of Nice: How Good Intentions Maintain Educational Inequity

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.

Author(s):
Angelina E. Castagno, Editor
Year:
2019

“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

Author(s):
Angelina E. Castagno, Tiffany Tracy, Desiree Denny, Breanna Davis, Hosava Kretzmann
Year:
2020

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

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

Author(s):
Kirsten R. Butcher, Madlyn Larson, McKenna Lane
Year:
2019

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

Author(s):
Maria Blanton, Rena Stroud, Ana Stephens, Angela Murphy Gardiner, Despina A. Stylianou, Eric Knuth, Isil Isler-Baykal, Susanne Strachota
Year:
2019

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

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

Author(s):
Rhea M  M Esposito, Cornelia Harris, Alan R Berkowitz, Maribel Pregnall
Year:
2019

Improving Ecological Education through a Four‐Dimensional Framework

This article describes the 4‐Dimensional Ecology Education (4DEE) framework. Developed by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology.

Author(s):
Kenneth Klemow, Alan Berkowitz, Carmen Cid, George Middendorf
Year:
2019

Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

In this paper, authors present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.

Author(s):
June Ahn , Fabio Campos, Maria Hays, Daniela Digiacomo
Year:
2019

Investigating Immigration to the U.S.: Module Overview and Sample Lessons

This sample document contains 1) an overview of the module lessons and learning objectives and 2) the team data investigation for the module Investigating Immigration to the U.S.

Author(s):
SDLC Project Team
Year:
2020

Investigating Income Inequality in the U.S.: Module Overview and Sample Lessons

This sample document contains 1) an overview of the module lessons and learning objectives, 2) the teacher guide for Lesson 6, titled How much income inequality exists between males and females in the U.S.?, and 3) the team data investigation for the module Investigating Income Inequality in the U.S.

Author(s):
SDLC Project Team
Year:
2019

K–12 DREAMS to Teach Program at Morehouse College

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College

Author(s):
Cynthia Trawick, Thema Monroe-White, Jigsa A. Tola, Jamie P. Clayton, J. K. Haynes
Year:
2020

The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK

In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.

Author(s):
Deborah L. Hanuscin, Zandra de Araujo, Dante Cisterna, Kelsey Lipsitz, Delinda van Garderen
Year:
2020

Insight from DRK-12 CAREER Awardees

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience.

Author(s):
CADRE
Year:
2020

Tiering Instruction for Middle School Students

In this article, we describe an example of differentiating instruction (DI) involving middle school students from a five-year project funded by the National Science Foundation.

Author(s):
Amy J. Hackenberg, Robin Jones, Rebecca Borowski
Year:
2020

Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations.

Author(s):
Marta T. Magiera, Vecihi S. Zambak
Year:
2020

Restoring Mathematics Identities of Black Learners: A Curricular Approach

This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework.

Author(s):
Maisie L. Gholson, Darrius D. Robinson
Year:
2019

Getting a Grip: A Framework for Designing and Adapting Elementary School Science Investigations

This column provides ideas and techniques to enhance your science teaching.

Author(s):
Eve Manz
Year:
2019

Mathematics Teaching Hass Its Own Imperatives: Mathematical Practice and the Work of Mathematics Instruction

In the article, the authors locate how mathematics instruction may actively respond to the influence of the discipline of mathematics and exemplify how obligations to other stakeholders may participate in the practical rationality of mathematics teaching as those influences are incorporated into instruction.

Author(s):
Patricio Herbst, Daniel Chazan
Year:
2020

LEAP Early Algebra Curriculum

The LEAP program is the first early algebra curriculum for students in grades 3-5. The program includes 18-20 one-hour lessons at each grade level and teacher support and assessment. Professional development  is also available. 

Author(s):
Maria Blanton
Year:
2020

From Science Student to Conceptual Agent: Examining the Individual Shifts in Engagement During Scaffolded Instruction

In this paper we describe a qualitative study in which we examine individual student engagement during implementation of an instructional scaffold for critical evaluation of scientific models during Earth and space science lessons. We coded dialogic interactions of one student group in a sixth grade science classroom across three observations, wherein we analyzed the trajectory of engagement for a single student - Ray (a pseudonym), within the co-constructed learning of the group. The first of these observations involved implementation of a preconstructed scaffold, called the Model-Evidence Link (MEL) diagram, on the topic of hydraulic fracturing (fracking). With the MEL, students use evidence to compare a scientific model to an alternative model. In the second two observations, students used a more agentic variation of the activity called the build-a-MEL, to study the topics of fossils and freshwater resources respectively. After three observations, we transcribed and coded each interaction of students in the group. We then categorized and identified emerging patterns of Ray’s discourse and interactions with group members by using both a priori engagement codes and open coding. This paper was prepared for the 2020 AERA Annual Meeting. 

Author(s):
Ananya Matewos, Doug Lombardi, Janelle Bailey, Imogen Herrick
Year:
2020

Science Strategy Interventions

Strategies and strategic processing within science education are designed to help students learn not only what scientists have come to understand about the world but also how they learn it. Although many domain-general strategies can be implemented in science classrooms, some strategies are either specific to science or are encouraged within science. Historically, concept development and conceptual change approaches and empirical investigations dominated science’s strategies and strategic processing. More recently, argumentation, science as modeling, and the incorporation of socio-scientific topics dominate the strategies and strategic processing within science teaching and learning. Challenges to more widespread use of these approaches include lack of teacher experience and pedagogical knowledge around the strategies, as well as time and curricular limitations. Teacher education and professional development programs should seek to explicitly implement contemporary science strategy interventions to improve upon their use in K-12 classrooms and other learning environments. Doing so effectively will require well-researched and validated instructional scaffolds to facilitate the teaching and use of contemporary science learning strategies. This paper was prepared for the 2020 AERA Annual Meeting.

Author(s):
Doug Lombardi, Janelle Bailey
Year:
2020

Teacher Voices from an Online Elementary Mathematics Community: Examining Perceptions of Professional Learning

This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video.

Author(s):
Shereen Oca Beilstein, Genevieve M. Henricks, Victoria Jay, Michelle Perry, Meg Schleppenbach Bates, Cheryl G. Moran, Joseph Robinson Cimpian
Year:
2020

WorldWide Telescope in Education

This chapter describes curricula that use WorldWide Telescope in teaching key topics in Astro 101 and K–12 science, including parallax, Hubble’s Law and large-scale structure in the universe, seasons, Moon phases and eclipses, and life in the universe.

Author(s):
Patricia Udomprasert, Alyssa Goodman, Edwin Ladd, Stella Offner, Harry Houghton, Erin Johnson, Susan Sunbury, Julia Plummer, Erika Wright, Philip Sadler, Philip Rosenfield, Curtis Wong
Year:
2019

Rethinking the Classroom Science Investigation

In this article, authors propose a framework that centers the investigation as a key locus for constructing alignments among phenomena, data, and explanatory models and makes visible the work that scientists engage in as they develop and stabilize alignments.

Author(s):
Eve Manz, Richard Lehrer, Leona Schauble
Year:
2020

The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning

This article investigates whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions.

Author(s):
Chen Chen, Gerhard Sonnert, Philip M. Sadler, Susan Sunbury
Year:
2020

Initiation-Entry-Focus-Exit and Participation: A Framework for Understanding Teacher Groupwork Monitoring Routines

In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.

Author(s):
Nadav Ehrenfeld, Ilana S. Horn
Year:
2020

Teaching Practices for Differentiating Mathematics Instruction for Middle School Students

This study is a case of using second-order models of students’ mathematical thinking to differentiate instruction, and it reveals that inquiring into research-based knowledge and inquiring responsively into students’ thinking are at the heart of differentiating mathematics instruction.

Author(s):
Amy J. Hackenberg, Mark Creager, Ayfer Eker
Year:
2020

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

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.

Author(s):
Lourdes Cardozo‐Gaibisso , Seohyun Kim , Cory Buxton , Allan Cohen
Year:
2019

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(s):
Cory Buxton, Linda Caswell
Year:
2020

Designing Robotics-based Science Lessons Aligned with the Three Dimensions of NGSS-plus-5E Model: A Content Analysis

In this study, analyzing lesson plans using the rubrics provided opportunities for suggestions and feedback for improvement to developers and it informs the development of new lessons by the project team.

Author(s):
Hye Sun You, Sonia Mary Chacko, Sheila Borges Rajguru, Vikram Kapila
Year:
2019

Use of a Design Canvas in a Robotics Workshop and Analysis of its Efficacy

This paper describes how the design canvas of Kline et al. was adopted and implemented in our workshop and investigates its benefits.

Author(s):
Abhidipta Mallik, Sheila Borges Rajguru, Vikram Kapila
Year:
2019

Analyzing Successful Teaching Practices in Middle School Science and Math Classrooms when using Robotics

This paper analyzes teaching practices that successfully integrate robotics in middle school science and math classrooms.

Author(s):
Veena Jayasree Krishnan, Sheila Borges Rajguru, Vikram Kapila
Year:
2019

Designing NGSS-Aligned Lesson Plans During a Teacher Professional Development Program

This paper describes a program to engage teachers to learn about mechatronics, robotics, and Next Generation Science Standards (NGSS) through hands-on activities and collaborative research.

Author(s):
Sai Prasanth Krishnamoorthy, Sheila Borges Rajguru, Vikram Kapila
Year:
2019

Middle School Teacher Professional Development in Creating a NGSS-plus-5E Robotics Curriculum

This paper will describe the process and result of developing a LEGO robotics, NGSS, and 5E aligned middle school curriculum during a three-week summer PD program for teachers who teach urban students-of-color.

Author(s):
Shramana Ghosh, Veena Jayasree Krishnan, Sheila Borges Rajguru, Vikram Kapila
Year:
2019

Investigating Classroom-related Factors that Influence Student Perceptions of LEGO Robots as Educational Tools in Middle Schools

This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes.

Author(s):
Shramana Ghosh, Sheila Borges Rajguru, Vikram Kapila
Year:
2019

Critical Science Agency and Power Hierarchies: Restructuring Power within Groups to Address Injustice Beyond Them

Drawing upon a social practice theory analytical lens with a focus on power and using critical participatory ethnography methods, this study investigated the ways middle school students restructured power hierarchies as they worked to complete the design challenge of making their classroom community more sustainable, and how power hierarchy restructuring impacted students' opportunities to enact critical science agency (CSA).

Author(s):
Kathleen Schenkel, Angela Calabrese Barton
Year:
2020

Revisiting Purpose and Conceptualisation in the Design of Assessments of Mathematics Teachers’ Knowledge

In this paper, authors focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding.

Author(s):
Chandra Hawley Orrill, Yasemin Copur-Gencturk, Allan Cohen, Jonathan Templin
Year:
2019

Pathways for Analyzing and Responding to Student Work for Formative Assessment: The Role of Teachers’ Goals for Student Learning

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment.

Author(s):
Caroline Brayer Ebby, Janine Remillard, Jordan H. D'Olier
Year:
2019

Synchronous Online Model for Mathematics Teachers' Professional Development

In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts.

Author(s):
Jeffrey Choppin, Julie M. Amador, Cynthia Callard, Cynthia Carson , Ryan Gillespie
Year:
2020

Bridging the Distance: One-on-One Video Coaching Supports Rural Teachers

This article describes online video coaching model used with middle-grades, rural mathematics teachers.

Author(s):
Cynthia D. Carson, Cynthia Callard, Ryan Gillespie, Jeffrey Choppin, Julie M. Amador
Year:
2019

Coordinating between Graphs and Science Concepts: Density and Buoyancy

Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.

Author(s):
Jonathan M. Vitale, Lauren Applebaum, Marcia C. Linn
Year:
2019

Impact of Graph Technologies in K-12 Science and Mathematics Education

In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.

Author(s):
Dermot FrancisDonnelly-HermosilloaLibby F.GerardbMarcia C.Linn
Year:
2020

Revealing Teacher Knowledge through Making: A Case Study of Two Prospective Mathematics Teachers

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking.

Author(s):
Steven Greenstein , Eileen Fernández, Jessica Davidson
Year:
2019

Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities

The purpose of this study was to describe how families utilize science activity packs at home.

Author(s):
Lacey Strickler-Eppard, Charlene M. Czerniak, Joan Kaderavek
Year:
2019

Maximizing the Quality of Learning Opportunities for Every Student

In this editorial, authors discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.

Author(s):
Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer, James Hiebert, Arthur Bakker
Year:
2020

Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching

Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.

Author(s):
Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer, James Hiebert, Arthur Bakker
Year:
2020

Teachers’ Orientations toward Using Student Mathematical Thinking as a Resource during Whole-Class Discussion

The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.

Author(s):
Shari L. Stockero, Keith R. Leatham, Mary A. Ochieng, Laura R. Van Zoest, Blake E. Peterson
Year:
2019

Chemistry Critical Friendships: Investigating Chemistry-Specific Discourse within a Domain-General Discussion of Best Practices for Inquiry Assessments

Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.

Author(s):
Adam G. L. Schafer, Ellen J. Yezierski
Year:
2020

Analysis of the e-TEN Calibration Data

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement.

Author(s):
Ying Liu, Elizabeth M. McCarthy, Arthur J. Baroody, Michael D. Eiland
Year:
2019

Pre-service Teachers’ Conceptions of Mathematical Argumentation

Drawing on a situated perspective on learning, authors analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors.

Author(s):
Hyejin Park, Marta T. Magiera
Year:
2019

Fostering Video Sharing and Discourse Among STEM Educational Researchers in a Multimodal Environment

This article looks at the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education. In a mixed methods study, authors investigate the forms of participation that took place and the benefits that accrued to those who presented.

Author(s):
Joni Falk, Debra Bernstein, Brian Drayton
Year:
2019

From the Inside Out: Teacher Responses to the AP Curriculum Redesign

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, authors explore how teachers prepared for and adapted to this reform over a three-year period.

Author(s):
Ayana McCoy, Abigail Jurist Levy, Kim Frumin, Frances Lawrenz, Christopher Dede, Arthur Eisenkraft, Christian Fischer, Barry Fishman, Brandon Foster
Year:
2019

Productive Thinking and Science Learning in Design Teams

In this study, authors examined middle-school students’ naturally occurring design conversations in small design teams and their learning of science as a result of engaging in an engineering and science unit.

Author(s):
S. Selcen Guzey, Ji Yoon Jung
Year:
2020

Characterizing the Formative Assessment Enactment of Experienced Science Teachers

In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Author(s):
Vesal Dini, Hannah Sevian, Klaudja Caushi, Raúl Orduña Picón
Year:
2020

Helping K-12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience

In this paper, authors describe the design and implementation of Getting Unstuck, a 21-day, email-based learning experience for K-12 teachers interested in developing greater familiarity and fluency with Scratch.

Author(s):
Paulina Haduong , Karen Brennan
Year:
2019

Longitudinal Investigation of Primary Inservice Teachers’ Modelling the Hydrological Phenomena

This manuscript focuses on longitudinal research with four primary inservice teachers’ learning and engagement in model-based teaching about water over three years, investigating teachers conceptualizations and practice modelling water related phenomena over time. Findings from the study indicate while each teacher had individual trajectories in conceptualising and enacting scientific modelling in the classroom, we observed unique approaches within teachers.

Author(s):
Tina Vo, Cory Forbes, Laura Zangori, Christina Schwarz
Year:
2019

Making Mathematical Thinking Visible

This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.

Author(s):
Johannah Nikula, Jill Neumayer DePiper, Mark Driscoll
Year:
2019

Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools

This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Author(s):
Stephanie M. Stehle, Erin E. Peters-Burton
Year:
2019

Supporting the Scientific Practices through Epistemologically Responsive Science Teaching

In this article, authors explore a variety of types of responsive teaching and elaborate a specific type of responsive teaching—epistemologically responsive science teaching.

Author(s):
Leema K. Berland, Rosemary S. Russ, Cori P. West
Year:
2019

Eliminating Counterexamples: A Case Study Intervention for Improving Adolescents’ Ability to Critique Direct Arguments

This case study investigates U.S. eighth-grade (age 13) mathematics students’ conceptions about the validity of a direct argument after the students received instruction on the eliminating counterexamples (ECE) framework.

Author(s):
David A. Yopp, Rob Ely, Anne E. Adams, Annelise W. Nielsen, Erin C. Corwine
Year:
2019

Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction

This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.

Author(s):
Jessica H. Hunt, Juanita Silva, Rachel Lambert
Year:
2019

In-Game Actions to Promote Game-Based Math Learning Engagement

This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

Author(s):
Jewoong Moon, Fengfeng Ke
Year:
2019

Profiling Self-Regulation Behaviors in STEM Learning of Engineering Design

This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

Author(s):
Juan Zheng, Wanli Xing, Gaoxia Zhu, Guanhua Chen, Henglv Zhao, Charles Xie
Year:
2019

The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing

This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

Author(s):
Mengxiao Zhu, Ou Lydia Liu, Hee-Sun Lee
Year:
2019

The Impact of Engineering Curriculum Design Principles on Elementary Students’ Engineering and Science Learning

This article reports an efficacy study of an elementary engineering curriculum, Engineering is Elementary, that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students.

Author(s):
Christine M. Cunningham, Cathy P. Lachapelle, Robert T. Brennan, Gregory J. Kelly, Chris San Antonio Tunis, Christine A. Gentry
Year:
2019

Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking

This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.

Author(s):
Meghan Shaughnessy, Timothy A. Boerst, Susanna Owens Farmer
Year:
2019

How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Author(s):
Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp
Year:
2019

Hurricane with a History: Hawaiian Newspapers Illuminate an 1871 Storm

In this article, authors explain how 114 years of Hawaiian-language newspapers starting in 1834 extend our knowledge of natural disasters into the nineteenth century and to precontact times.

Author(s):
Steven Businger, M. Puakea Nogelmeier, Pauline W. U. Chinn, and Thomas Schroeder
Year:
2019

The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching

In this Journal of Science Teacher Education article, Jarod Kawasaki and William Sandoval report on one teachers’ efforts to re-design an entire instructional unit as a coherent storyline about forces and motion as a part of a multiyear professional development project around the NGSS.

Author(s):
Jarod Kawasaki, William Sandoval
Year:
2019

“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

This article discusses supporting inquiry in an online learning environment.

Author(s):
Lama Z. Jaber, Elizabeth Hufnagel, Jennifer Radoff
Year:
2019

Toward a theoretical structure to characterize early probabilistic thinking

The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.

Author(s):
Randall E. Groth, Jathan W. Austin, Madeline Naumann, Megan Rickards
Year:
2019

Gina’s mathematics: Thinking, tricks, or “teaching”?

This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

Author(s):
Jessica H.Hunt, Beth L.MacDonald, JuanitaSilva
Year:
2019

Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design

In this article, authors present a comparative case study examining the epistemological framing dynamics of two novice urban teachers and argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students.

Author(s):
Kristen B. Wendell, Jessica E. S. Swenson, Tejaswini S. Dalvi
Year:
2019

Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer

This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.

Author(s):
Camillia Matuk, Jiayuan Zhang, Irina Uk, Marcia C. Linn
Year:
2019

Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners

Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.

Author(s):
Cory Buxton , Ruth Harman, Lourdes Cardozo-Gaibisso, Lei Jiang, Khanh Bui, Martha Allexsaht-Snider
Year:
2019

Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Author(s):
Susan A. Yoon, Chad Evans, Katherine Miller, Emma Anderson, Jessica Koehler
Year:
2019

Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning

In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge.

Author(s):
Charalambos Y. Charalambous, Heather C. Hill, Mark J. Chin, Daniel McGinn
Year:
2019

Growth in children’s understanding of generalizing and representing mathematical structure and relationships

Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Author(s):
Maria Blanton, Isil Isler-Baykal, Rena Stroud, Ana Stephens, Eric Knuth, Angela Murphy Gardiner
Year:
2019

Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures

The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding.

Author(s):
Laura Bofferding, Andrew Hoffman
Year:
2019

Coordinating between Graphs and Science Concepts: Density and Buoyancy

Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.

Author(s):
Jonathan M. Vitale, Lauren Applebaum, Marcia C. Linn
Year:
2019
Keywords: Publication, Middle, Science

Non-visual Perception of Lines on a Multimodal Touchscreen Tablet

In this article, authors demonstrate that line following via multimodal feedback is possible on touchscreens and present guidelines for the presentation of such non-visual graphical concepts.

Author(s):
Jennifer L. Tennison , Jenna L. Gorlewicz
Year:
2019

Guiding collaborative revision of science explanations

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.

Author(s):
Libby Gerard, Ady Kidron, Marcia C. Linn
Year:
2019

Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice

The purpose of the current study was to explore different ways for teachers to engage in Professional learning experiences (PLEs) and how these approaches might enable the field to scale up these efforts in a sustainable manner.

Author(s):
Daniel J. Heck, Courtney L. Plumley, Despina A. Stylianou, Adrienne A. Smith, Gwendolyn Moffett
Year:
2019

Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective

Authors describe a complementary way of studying the connections between different aspects of noticing, one that stresses the content of teachers noticing. They report on a study in which participants were shown depictions of students reacting to the launch of a complex task. Participants then chose among a variety of possible interpretations and teacher responses.

Author(s):
Rob Wieman, Corey Webel
Year:
2019

Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with respect to Engineering

The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11).

Author(s):
Pamela S. Lottero-Perdue, Cathy P. Lachapelle
Year:
2019

How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module

In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.

Author(s):
Amy Pallant, Hee-Sun Lee, Sarah Pryputniewicz
Year:
2019

Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms

This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms.

Author(s):
Sara Tolbert, Corey Knox, Ivan Salinas
Year:
2019

Clarifiable Ambiguity in Classroom Mathematics Discourse

In this article, authors argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking.

Author(s):
Blake E. Peterson, Keith R. Leatham, Lindsay M. Merrill, Laura R. Van Zoest, Shari L. Stockero
Year:
2019

The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation

Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.

Author(s):
Suzanna Loper, Katherine L. McNeill, María González-Howard , Lisa M. Marco-Bujosa, Laura M. O’Dwyer
Year:
2019

Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool

Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.

Author(s):
Miray Tekkumru-Kisa, Christian Schunn
Year:
2019

How Viewers Orient Toward Student Dialogue in Online Math Videos

Authors describe an alternative model of online math videos that feature unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.

Author(s):
Joanne Lobato, Carren Walker
Year:
2019

Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices

Authors discuss student dimensions of expertise when engaged in modeling and simulation practices and describe how students used their cognitive and metacognitive knowledge to approach a computational challenge.

Author(s):
Alejandra J. Magana, Hayden W. Fennell, Camilo Vieira, Michael L. Falk
Year:
2019

Exploring Students’ Experimentation Strategies in Engineering Design Using an Educational CAD Tool

The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

Author(s):
Ying Ying Seah, Alejandra J. Magana
Year:
2019

The Role of Simulation-Enabled Design Learning Experiences on Middle School Students’ Self-generated Inherence Heuristics

This article describes the effect of simulation-enabled Learning by Design learning experiences on student-generated heuristics that can lead to solutions to problems.

Author(s):
Alejandra J. Magana, Sindhura Elluri, Chandan Dasgupta, Ying Ying Seah, Aasakiran Madamanchi, Mireille Boutin
Year:
2019

The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science

This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.

Author(s):
Matthew Miller, Daniel Hanley, Joseph Brobst
Year:
2019

Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science

This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.

Author(s):
Josie Melton, Matthew Miller, Joseph Brobst
Year:
2019

What Can We Learn from Correct Answers?

This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

Author(s):
Caroline B. Ebby, Elizabeth T. Hulbert, Nicole Fletcher
Year:
2019

Theorizing reciprocal noticing with non-dominant students in mathematics

In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.

Author(s):
Higinio Dominguez
Year:
2019

Linear Algebra and Geometry

Linear Algebra and Geometry is aimed at preservice and practicing high school mathematics teachers and advanced high school students looking for an addition to or replacement for calculus. The materials are organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.

Author(s):
Al Cuoco, Kevin Waterman, Bowen Kerins, Elena Kaczorowski, Michelle Manes
Year:
2019

Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering

This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.

Author(s):
Edna Tan, Angela Calabrese Barton, Aerin Benavides
Year:
2019

Designing for Rightful Presence in STEM: The Role of Making Present Practices

In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.

Author(s):
Angela Calabrese Barton, Edna Tan
Year:
2019

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

Author(s):
Hee‐Sun Lee, Amy Pallant, Sarah Pryputniewicz, Trudi Lord, Matthew Mulholland, Ou Lydia Liu
Year:
2019

Addressing Misconceptions in Secondary Geometry Proof

Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

Author(s):
Michelle Cirillo, Jenifer Hummer
Year:
2019

What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

Author(s):
Jennifer A. Fredricks, Alyssa K. Parr, Jamie L. Amemiya, Ming-Te Wang, Scott Brauer
Year:
2019

Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School

A school-wide and multi-contextual perspective on student engagement in school.

Author(s):
Ming-Te Wang, Tara L. Hofkens
Year:
2019

Ramp It Up!

Preschoolers investigate force and motion with a digital journal.

Author(s):
Ashley Lewis Presser, Ximena Dominguez, Marion Goldstein, Regan Vidiksis, Danae Kamdar
Year:
2019
Keywords: Pre-K, Publication, Science

Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development

Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. Implications for educational leaders at local educational agencies are discussed.

Author(s):
Motoko Akiba, Aki Murata, Cassie Howard, Bryan Wilkinson, Judith Fabrega
Year:
2019

Lesson Study Design Features for Supporting Collaborative Teacher Learning

Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.

Author(s):
Motoko Akiba, Aki Murata, Cassandra C. Howard, Bryan Wilkinson
Year:
2019

Thinking scientifically in a changing world

Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.

Author(s):
Doug Lombardi
Year:
2019

Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding

This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Authors use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation.

Author(s):
María González‐Howard, Katherine L. McNeill
Year:
2019
Keywords: Publication, Middle, Science

Dynamics of Scientific Engagement in a Blended Online Learning Environment

Authors investigate in-service teachers’ scientific engagement in a blended online science inquiry course. A key implication of this study is the importance of instructional attention to epistemology and affect to create online learning environments that promote productive framings of scientific inquiry.

Author(s):
Vesal Dini, Lama Jaber, Ethan Danahy
Year:
2019

Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher Discourse

This study utilized the methodology of Improvement Science “Plan, Do Study, Act” cycles in order to design a Three-Dimensional Mapping Tool (3D Map) as a visual scaffold for use in science teaching methods courses to support preservice teachers in unpacking the components of NGSS and to promote discourse related to the three-dimensionality of planning instruction.

Author(s):
Michelle L. Sinapuelas, Corinne Lardy, Michele A. Korb, Christine Lee Bae, Rachelle DiStefano
Year:
2019

An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit

In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality.

Author(s):
Brian R. Belland, D. Mark Weiss, Nam Ju Kim, Jacob Piland , Jiangyue Gu
Year:
2019

CADRE Early Career Guide: Tips for Early Career STEM Education Researchers

The CADRE Early Career Guide offers advice from experienced DR K-12 awardees on becoming a successful researcher in the field of STEM education. The guide also profiles a support program, the CADRE Fellows, for doctoral students in STEM education research.

Author(s):
CADRE
Year:
2019