Family-school partnerships in a context of urgent engagement: Rethinking models, measurement, and meaningfulnessPublication | This commentary highlights key themes across the five chapters of this volume, as well as offers specific recommendations concerning future directions for inquiry on the issue of family–school connections.
Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettesPublication | By altering the framing conditions that accompany video clips posted to the Everyday Mathematics Virtual Learning Community, this study examined whether more deeply analytical comments could be elicited from pre-service teachers.
- Publication | Supporting Secondary Students in Building External Models is a collaborative project with Michigan State University and the Concord Consortium, funded by the National Science Foundation (NSF) to examine how to support secondary school students in constructing and revising...
- Publication | This brief article provides an overview of how to use the SageModeler systems modeling tool with an ocean acidification model as an example.
Identifying multiple levels of discussion-based teaching strategies for constructing scientific modelsPublication | This study sought to identify specific types of discussion-based strategies that two successful high school physics teachers using a model-based approach utilized in attempting to foster students’ construction of explanatory models for scientific concepts.
- Publication | This study investigates student interactions with simulations, and teacher support of those interactions, within naturalistic high school classroom settings.
Attributes of instances of student mathematical thinking that are worth building on in whole-class discussionPublication | This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas.
- Publication | This framework offers a clear picture of what exactly inclusive STEM schools are and common language for both researchers and practitioners.
- Publication | In the Model- Evidence Link (MEL) diagram activities, students engage with Earth science content knowledge and evaluate the connections between evidence and alternative explanations. We have developed a rubric for assessing the quality of student evaluations when engaging...
- Publication | The two models presented in the Fracking MEL allow students to engage in scientific discussions just as researchers also examine relations between fracking and earthquakes.
- Publication | This article describes how a Model-Evidence Link (MEL) lesson can effectively be used to assist learners in weighing the plausibility of different viewpoints of the uses of wetlands, a socio-scientific issue.
- Publication | By evaluating alternative models, students can improve upon their scientific literacy and understanding of scientific practices. Suggestions from classroom use of the Moon MEL will help teachers use this activity in a productive manner.
Beyond the controversy: Instructional scaffolds to promote critical evaluation and understanding of Earth sciencePublication | Our project team has been developing and testing four MELs about socio-scientific issues (climate change, wetlands and land use, fracking and earthquakes) and abstract ideas (formation of Earth’s Moon) for use in high school classrooms.
- Publication | This article presents a framework for calculating statistical power for moderator effects at all levels for two- and three-level CRTs.
Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge OutcomesPublication | This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect.