Reading List: Recent DRK-12 Project Publications

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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

Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

In this report, authors describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts.

Author(s): Jonathan A. Supovitz, Caroline B. Ebby, Janine Remillard, Robert A. Nathenson | Year: 2018

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

Simulations as a Tool for Practicing Questioning

Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

Author(s): Corey Webel, Kimberly Conner, Wenmin Zhao | Year: 2018

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

Aligning Test Scoring Procedures with Test Uses: A Balancing Act

Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been criticized as being difficult for stakeholders to use and interpret, thereby impacting the overall usefulness of the EGMA for informing decisions. We examine the psychometric properties including the reliability and distinctiveness of the results and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.

Author(s): Leanne Ketterlin Geller, Lindsey Perry , Linda Platas, Yasmin Sitabkhana | Year: 2018

Curriculum and Instruction at Exemplar Inclusive STEM High Schools

In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.

Author(s): Erin Peters-Burton, Ann House, Ed Han, Sharon Lynch | Year: 2018

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

What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children

This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention called ScratchJr.

Author(s): Amanda Strawhacker, Marina Umaschi Bers | Year: 2018

Impact of Model‐based Science Curriculum and Instruction on Elementary Students' Explanations for the Hydrosphere

Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based research project focused on the development, implementation, revision, and testing of an enhanced, model‐centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms.

Author(s): Ben Baumfalk, Devarati Bhattacharya, Tina Vo, Cory Forbes, Laura Zangori, Christina Schwarz | Year: 2018

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

The Soda Can Crusher Challenge

In this article, authors describe how we engaged grade 3–5 students in an engineering design activity supported with relevant reading, writing, and talking tasks embedded within the engineering design activity.

Author(s): Hasan Deniz, Erdogan Kaya, Ezgi Yesilyurt | Year: 2018

The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs

The purpose of this study is to explore to what extent supporting elementary teachers’ PCK about teaching engineering would improve their beliefs that students’ engineering learning can be influenced by effective engineering instruction.

Author(s): Hasan Deniz , Erdogan Kaya, Ezgi Yesilyurt | Year: 2018

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

Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices

Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.

Author(s): Alyssa Parr, Jamie Amemiya, Ming-Te Wang | Year: 2018

Does student-centered instruction engage students differently? The moderation effect of student ethnicity

This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.

Author(s): Eli Talbert, Tara Hofkens, Ming-Te Wang | Year: 2018

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

Examining physics identity development through two high school interventions

Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.

Author(s): Hemeng Cheng, Geoff Potvin, Raina Khatri, Laird Kramer, Robynne M. Lock, Zahra Hazari | Year: 2018

What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science

An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.

Author(s): Melissa J. Luna | Year: 2018

The Computational Algorithmic Thinking (CAT) Capability Flow: An Approach to Articulating CAT Capabilities over Time in African-American Middle-school Girls

This paper explores the CAT Capability Flow, which begins to describe the processes and sub-skills and capabilities involve in computational algorithmic thinking (CAT). To do this, authors engage in an approach which results in an initial flowchart that depicts the processes students are engaging in as an iteratively-refined articulation of the steps involved in computational algorithmic thinking.

Author(s): Jakita Thomas | Year: 2018

#BlackGirlMagic: The identity conceptualizationof Black women in undergraduate STEM education

In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.

Author(s): Terrell R. Morton, Eileen C. Parsons | Year: 2018

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

Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings

In this article, the authors outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children.

Author(s): Kimberly Brenneman, Alissa Lange, Irena Nayfeld | Year: 2018

Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools

The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.

Author(s): Christine L. Bae, Morgan DeBusk-Lane, Kathryn N. Hayes, Fa Zhang | Year: 2018

Personal and Canonical PCK: A Synergistic Relationship?

Features approaches for leveraging PCK research in STEM learning across formal and informal settings.

Author(s): P. Sean Smith, Courtney L. Plumley, Meredith L. Hayes, R. Keith Esch | Year: 2018

Climate literacy: Insights from research on K-16 climate education

Authors discuss insights from research on K-16 climate education.

Author(s): Devarati Bhattacharya, Cory Forbes, Mark Chandler, Kimberly Carroll Steward, A. McKinzie Sutter | Year: 2018

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

Scaffolding scientific thinking: Students’ evaluations and judgments during Earth science knowledge construction

The present paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels (erroneous, descriptive, relational, and critical), along with measures of plausibility reappraisal and knowledge.

Author(s): Doug Lombardi, Janelle M. Bailey, Elliot S. Bickel, Shondricka Burrell | Year: 2018

Validation: A Burgeoning Methodology for Mathematics Education Scholarship

The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible.

Author(s): Jonathan Bostic, Gabriel Matney, Toni Sondergeld, Gregory Stone | Year: 2018

Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5)

The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development.

Author(s): Jonathan Bostic, Gabriel Matney, Toni Sondergeld, Gregory Stone | Year: 2018

Teaching of the associative property: A natural classroom investigation

In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.

Author(s): Eli Barnett, Meixia Ding | Year: 2018

Transitioning from textbook to classroom instruction in mathematics: The case of an expert Chinese teacher

This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.

Author(s): Chen Wei, Meixia Ding | Year: 2018

Modeling with tape diagrams

This article describes a tool to build, ensure, and solidify students’ understanding of quantitative relationships.

Author(s): Meixia Ding | Year: 2018

Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative property

This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms.

Author(s): Meixia Ding, Kayla Heffernan | Year: 2018

Most and Least: Differences in Integer Comparisons Based on Temperature Comparison Language

This article explores how students’ integer value comparisons differed based on question phrasing (which temperature is hottest, most hot, least hot, coldest, most cold, least cold) and on numbers presented (positive, negative, mixed) within the context of temperature.

Author(s): Laura Bofferding, Sherri Farmer | Year: 2018

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

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: 2018

A framework for characterizing students’ cognitive processes related to informal best fit lines

Using existing literature, authors create a hypothetical framework of cognitive processes associated with studying informal best fit lines and refine the framework using data from a cycle of design-based research about building students’ understanding of covariation.

Author(s): Randall E. Groth, Matthew Jones, Mary Knaub | Year: 2018

Teaching About Energy

In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom.

Author(s): Orlando Aguiar Jr., Hannah Sevian, Charbel N. El-Hani | Year: 2018
Keywords: Publication, High, Physics

Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum.

Author(s): Tory Williams, Jonathan Singer, Jacqueline Krikorian, Christopher Rakes, Julia Ross | Year: 2018

Project Accelerate: Bringing AP® Physics 1 to Underserved Students

Project Accelerate is a partnership program between Boston University (BU) and the nation’s high schools combining the supportive infrastructures from the students’ traditional school with a highly interactive private edX online instructional tool to bring a College Board accredited AP Physics 1 course to schools not offering this opportunity. During the 2015-16 academic year, Boston University piloted this model with four Boston Public School (BPS) high schools and three small suburban high schools. During the first year of the pilot, students enrolled in Project Accelerate outperformed their peer groups enrolled in traditional AP Physics 1 classrooms.

Author(s): Mark D. Greenman, Andrew Duffy | Year: 2018

Probing the Relevance of Chemical Identity Thinking in Biochemical Contexts

In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work.

Author(s): Courtney Ngai, Hannah Sevian | Year: 2018

Touchscreen-Based Haptic Information Access for Assisting Blind and Visually-Impaired Users: Perceptual Parameters and Design Guidelines

This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials

Author(s): Hari Prasath Palani, Jennifer L. Tennison, G. Bernard Giudice, Nicholas A. Giudice | Year: 2018

Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better

The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?

Author(s): Jennifer L. Tennison, Zachary S. Carril, Nicholas A. Giudice, Jenna L. Gorlewicz | Year: 2018

Productive Struggle for All: Differentiated Instruction

This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.

Author(s): Sararose D. Lynch, Jessica H. Hunt, Katherine E. Lewis | Year: 2018

Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice

This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.

Author(s): Rachel Lambert, Paulo Tan, Jessica Hunt, Amber G. Candela | Year: 2018

Think-Pair-Show-Share to Increase Classroom Discourse

The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Author(s): Jessica H. Hunt, Beth MacDonald, Rachel Lambert, Trisha Sugita, Juanita Silva | Year: 2018

Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study

This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion.

Author(s): Vecihi S. Zambak, Marta T. Magiera | Year: 2018

Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States

The purpose of this paper is to report results of a systematic cross-case analysis exploring the extent of engineering learning opportunities in five exemplar Inclusive STEM High Schools (ISHSs).

Author(s): Erin E. Peters-Burton, Todd Johnson | Year: 2018
Keywords: Publication, High

The Impact of Teacher Gender on Girls’ Performance on Programming Tasks in Early Elementary School

The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks.

Author(s): Amanda Sullivan , Marina Umaschi Bers | Year: 2018

Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions

The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices as well as their conceptual understanding and scientific argumentation. Findings revealed treatment teachers’ and students’ discourse practices better reflected critical‐analytic thinking and argumentation at posttest relative to comparison classrooms.

Author(s): P. Karen Murphy, Jeffrey A. Greene, Elizabeth Allen, Sara Baszczewski, Amanda Swearingen, Liwei Wei, Ana M. Butler | Year: 2018

Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations

In this study, we examine the short-term and long-term effects of interactive visualizations in improving linguistically diverse eighth-grade students’ understanding of properties of matter and chemical reactions during inquiry instruction.

Author(s): Kihyun Ryoo, Kristin Bedell, Amanda Swearingen | Year: 2018
Keywords: Publication, Middle, Science

Using a three‐dimensional thinking graph to support inquiry learning

This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts and their relationships), and the hypothesizing and reasoning process involved in exploring a problem, to support inquiry learning.

Author(s): Juanjuan Chen, Minhong Wang, Tina A. Grotzer, Chris Dede | Year: 2018
Keywords: Publication, High, Science

Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms

In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift.

Author(s): Angela Kolonich, Gail Richmond, Joseph Krajcik | Year: 2018
Keywords: Publication, High, Science

Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter

In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK through a lesson plan task, the Content Representation tool, and interviews and then adapted and tested a scoring rubric to facilitate comparison of teachers’ PCK.

Author(s): Deborah L. Hanuscin, Dante Cisterna, Kelsey Lipsitz | Year: 2018

Middle school teachers’ differing perceptions and use of curriculum materials and the common core

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated.

Author(s): Amy Roth McDuffie, Jeffrey Choppin, Corey Drake, Jon D. Davis, Jennifer Brown | Year: 2018

Teaching of the associative property: A natural classroom investigation

In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.

Author(s): Eli Barnett, Meixia Ding | Year: 2018

Examining the career paths of doctorates in mathematics education working in institutions of higher education

This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload.

Author(s): Jeffrey C. Shih, Robert E. Reys, Barbara J. Reys, Christopher Engledowl | Year: 2018

The complex interplay between examples and proving: Where are we and where should we head?

Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove.

Author(s): Orit Zaslavsky, Eric Knuth | Year: 2018

Creating Inclusive PreK–12 STEM Learning Environments

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.

Author(s): Malcom Butler , Cory Buxton, Odis Johnson Jr., Leanne Ketterlin-Geller, Catherine McCulloch, Natalie Nielsen, Arthur Powell | Year: 2018

Improving the preparation of novice secondary science teachers for English learners: A proof of concept study

This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a Framework for K–12 Science Education, while also creating contextualized spaces for language and literacy development targeted to English learners (ELs), but also supportive of “mainstream” students.

Author(s): Edward G. Lyon, Trish Stoddart, George C. Bunch, Sara Tolbert, Ivan Salinas, Jorge Solis | Year: 2018
Keywords: Publication, High, Science

Towards Meaningful Physics Recognition: What does this recognition actually look like?

This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?

Author(s): Zahra Hazari, Cheryl Cass | Year: 2018
Keywords: Publication, High, Physics

Teacher’s Toolkit: The Argumentation Toolkit

This column provides how-to strategies and practical advice for the science teacher.

Author(s): Maria González-Howard, Lisa Marco-Bujosa, Katherine L. McNeill, Megan Goss, Suzanna Loper | Year: 2018
Keywords: Publication, Middle, Science

Engineering Encounters: Engineering a Model of the Earth as a Water Filter

This column describes creating a classroom culture for engineering.

Author(s): Jonathon Kilpatrick, Nanette Marcum-Dietrich, John Wallace, Carolyn Staudt | Year: 2018

Why and how do middle school students exchange ideas during science inquiry?

This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning.

Author(s): Camillia Matuk, Marcia C. Linn | Year: 2018
Keywords: Publication, Middle, Science

Supporting English Learners in STEM Subjects

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs’ learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

Author(s): Committee on Supporting English Learners in STEM Subjects; David Francis and Amy Stephens (Editors) | Year: 2018

The Use of Theory in Research on Broadening Participation in PreK–12 STEM Education: Information and guidance for prospective DRK–12 grantees

This paper seeks to provide a resource for prospective DRK-12 awardees by identifying some of the theories that current and recent DRK-12 awardees are using in their research on broadening participation.

Author(s): Arthur Powell, Natalie Nielsen, Malcolm Butler, Cory Buxton, Odis Johnson, Jr., Leanne Ketterlin-Geller, Jennifer Stiles, Catherine McCulloch | Year: 2018

Considerations for STEM Education from PreK through Grade 3

This brief draws on research supported by the National Science Foundation to highlight important considerations for educators and others who design and provide STEM educational experiences for young children.

Author(s): Julie Sarama, Douglas Clements, Natalie Nielsen, Maria Blanton, Nancy Romance, Mark Hoover, Carolyn Staudt, Arthur Baroody, Christine McWayne, Catherine McCulloch | Year: 2018

Scaffolding Scientific Thinking: Students’ Evaluations and Judgments during Earth Science Knowledge Construction

Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena. This paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels, along with measures of plausibility reappraisal and knowledge.

Author(s): Doug Lombardi, Janelle Bailey, Elliot Bickel, Shondricka Burrell | Year: 2018

“Just put it together to make no commotion:” Re-imagining Urban Elementary Students’ Participation in Engineering Design Practices

In the growing field of K-12 engineering education, there is limited research that highlights the experiences of youth from historically marginalized communities within engineering learning environments. This study offers insights into the ways in which two groups of elementary school students constructed approaches for participating in the engineering design practice of collaborative reflective decision-making. Findings suggest that students conceptualized urban, engineering learning environments as spaces for risk management. This notion of managing risks informed their participation in collaborative decision-making, and the ways in which they viewed themselves as doers of engineering. Implications for this study include the continued need for the development of methodologies and frameworks that provide opportunities to uncover these potential risks, and design supports for student participation in engineering design practices.

Author(s): Christopher Wright, Kristen Wendell, Patricia Paugh | Year: 2018

The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process

The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of “apps for learning” yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a design framework that involves researchers and developers in a co-development process to create apps based on research and evidence. Our framework centers around a learning blueprint which is intended to serve as a “boundary object.” This boundary object facilitates a design process that allows the design team to focus on both children’s engagement and learning. Here we describe the challenges that our project team encountered and our approaches to overcome those challenges on the Next Generation Preschool Math (NGPM) project, a development and research effort devoted to creating a supplemental preschool math curriculum supplement with integrated digital apps.

Author(s): Philip Vahey, David Reider, Jillian Orr, Ashley Lewis Presser, Ximena Dominguez | Year: 2018

Science in the LearningGardens: A study of motivation, achievement, and science identity in low-income middle schools

This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. It highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science.

Author(s): Dilafruz R. Williams, Heather Brule, Sybil S. Kelley, Ellen A. Skinner | Year: 2018

National Survey on Supporting Struggling Mathematics Learners in the Middle Grades: Executive Summary

This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC. T

Author(s): Amy R. Brodesky, Jacqueline S. Zweig, Karen Karp, Emily R. Fagan, Linda Hirsch | Year: 2018

Writing a Scientific Explanation

This resource provides access to a classroom video of a lesson from the project's middle school ecosystems unit, and the related student scaffold and scoring rubric.

Author(s): American Museum of Natural History | Year: 2018

Disruptions in Ecosystems

This resource provides access to the entire middle school ecosystems unit, along with the EQuIP review.

Author(s): American Museum of Natural History | Year: 2018

Teachers’ Noticing of Students’ Thinking in Science Through Classroom Artifacts: In What Ways Are Science and Engineering Practices Evident?

Building on the work of teacher noticing, this study investigated teachers’ noticing of students’ thinking evident in artifacts from their science teaching context.

Author(s): Melissa J. Luna, Sarah J. Selmer, James A. Rye | Year: 2018

Teacher learning in a combined professional development intervention

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge.

Author(s): Gloriana González, Lisa Skultety | Year: 2018

How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers

This article focused on equitable mathematics instruction for U.S. and Korean preservice teachers.

Author(s): Ji-Eun Lee, Jinho Kim, Sangmee Kim, Woong Lim | Year: 2018

Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson

This article focuses on problem-based lessons in teacher professional development.

Author(s): Gloriana González | Year: 2018

Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.

Author(s): Meghan Shaughnessy, Timothy Boerst | Year: 2018

Authenticity and Personal Creativity: How EarSketch Affects Student Persistence

This conference paper explains how EarSketch affects student persistence.

Author(s): Tom McKlin, Brian Magerko, Taneisha Lee, Dana Wanzer, Doug Edwards, Jason Freeman | Year: 2018

Evaluation of three interventions teaching area measurement as spatial structuring to young children

In this article, authors evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.

Author(s): Douglas H. Clements, Julie Sarama, Jeffrey E. Barrett, Craig J. Cullen, Aaron Hudyma, Ron Dolgin, Amanda L. Cullen, Cheryl L. Eames | Year: 2018

Examining the Mathematical Knowledge for Teaching of Proving in Scenarios Written by Pre-service Teachers

This chapter examines what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers of mathematics.

Author(s): Orly Buchbinder, Alice Cook | Year: 2018

Ambitious Science Teaching

Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.

Author(s): Mark Windschitl, Jessica Thompson, Melissa Braaten | Year: 2018

Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking

This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills.

Author(s): Meghan Shaughnessy, Timothy A. Boerst | Year: 2018

Our Watershed

In this article, students use data and models to make a difference in their own school yard.

Author(s): Nanette Marcum-Dietrich, Steve Kerlin, Carolyn Staudt, Melinda Daniels | Year: 2018
Keywords: Publication, High, Science

Supporting Science Teachers In Creating Lessons With Explicit Conceptual Storylines

This article describes a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines.

Author(s): Dante Cisterna, Kelsey Lipsitz, Deborah Hanuscin, Zandra de Araujo, Delinda van Garderen | Year: 2018

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

NSF Prospective New Awardee Guide (January 2018)

Effective as of January 2018, NSF's Prospective New Awardee Guide includes information on federal requirements, NSF points of contact and frequently asked questions, grantee standards, and indirect costs.

Author(s): NSF | Year: 2018
Keywords: Publication, Other