Any educator knows that content knowledge is important in teaching. In our work, we have been thinking about content knowledge as subject matter knowledge. For us, we see subject matter knowledge as knowledge in the discipline taught by a teacher. It often includes an understanding about how the discipline advances, along with what is known within the discipline.
In-service teacher professional development is the lever most state and local initiatives are using to expand computing—computer science and computational thinking—instruction to all students.
What do you see as the key opportunities for scientists, teachers, and students who engage in citizen science collaborations?
Over the last few years, rural schools and communities have received increased visibility in the media and in the broader educational conversation, with depictions of rural places presented in many ways: idyllic due to their natural resources and beauty; characterized, and sometimes villainized, by perceived political leanings; highlighted for their pockets of extreme poverty; or on occasion recognized for their innovative place-based
If you had asked me a few years ago how I was preparing my second graders for their future studies in algebra, I would have laughed! Algebra is for teenagers and addition and subtraction facts are for second graders...now I realize how wrong I was. I was fortunate enough to be a part of an amazing STEM professional development for early elementary mathematics instruction.
Thank you to evaluators Kristin Bass, senior researcher, Rockman et al; Kathy Haynie, director, Haynie Research and Evaluation; Dan Heck
