DRK-12 Research and Products
Transitioning from textbook to classroom instruction in mathematics: The case of an expert Chinese teacherPublication | This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.
- Publication | This article describes a tool to build, ensure, and solidify students’ understanding of quantitative relationships.
Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative propertyPublication | This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms.
- Publication | 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.
Teachers' framing of argumentation goals: Working together to develop individual versus communal understandingPublication | 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...
- Tool | This document features issues and approaches that were discussed by a “critical friends group” in the process of providing input to a DRK-12 project on dissemination strategies. While not comprehensive, the considerations listed may serve as a reminder of what to think...
From Pilots to Products: Notes from a Gathering of Researchers and Developers at the 2018 DRK-12 PI MeetingTool | This document captures the ideas and experiences shared by DRK–12 awardees who attended a forum to explore different routes toward product sustainability. It includes notes on types of DRK-12 products, use and adoption of products, resources needed to support dissemination...
- Publication | 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...
Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher DiscoursePublication | 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...
Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher changePublication | This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach.
Teachers’ orientations toward using student mathematical thinking as a resource during whole-class discussionPublication | The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.
- Publication | 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.
- Publication | 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.
- Publication | 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.
- Publication | 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...