Broadening Participation

Pedagogical Content Knowledge

Classroom Practice

Equity

Pedagogy

https://onlinelibrary.wiley.com/doi/full/10.1002/tea.21726

While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices.

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Author/Presenter:

Lama Z. Jaber

Vesal Dini

David Hammer

Lead Organization(s):

Florida State University (FSU)

Year:

2021

Short Description:

In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in extended scientific inquiry provided a basis for the teachers having epistemic empathy for their students—their tuning into and appreciating their students' intellectual and emotional experiences in science, which in turn supported teachers' responsiveness in the classroom.

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The Quest for Sustainable Futures: Designing Transformative Learning Spaces with Multilingual Black, Brown, and Latinx Young People Through Critical Response-ability

Science

https://link.springer.com/article/10.1007/s11422-021-10030-2

ELL

Equity

Middle

In an era of global climate change, intertwined with social and ecological predation, there is growing recognition of the importance of building socially, environmentally, culturally pluralistic, just and sustainable futures. Yet many of the calls for reform and discourses around sustainability are authored and defined through top-down approaches, by those who have power, privilege, and cognitive authority, and excludes the voices, identities, and epistemologies of those in the margins.

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Author/Presenter:

Shakhnoza Kayumova

Deborah J. Tippins

Lead Organization(s):

University of Massachusetts, Dartmouth (UMass Dartmouth)

Year:

2021

Short Description:

In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning relationally just, pluralistic, and sustainable futures. To this end, we seek to provide examples from participatory design-based learning ecologies to illustrate the centering of middle school youth voices and agencies from multilingual Black, Brown, and Latinx communities through critical response-ability.

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Promoting Teacher Self-Efficacy for Supporting English Learners in Mathematics: Effects of the Visual Access to Mathematics Professional Development

ELL

https://link.springer.com/article/10.1007/s11858-021-01227-4

Middle

Teachers’ confidence and facility with strategies that position and support students who are English learners (ELs) as active participants in middle grades mathematics classrooms are key to facilitating ELs’ mathematics learning. The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse.

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Author/Presenter:

Jill Neumayer DePiper

Josephine Louie

Johannah Nikula

Pamela Buffington

Peter Tierney-Fife

Mark Driscoll

Lead Organization(s):

Education Development Center, Inc. (EDC)

Year:

2021

Short Description:

The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This study examines whether VAM PD has a positive impact on teachers’ self-efficacy in supporting ELs in mathematics and how components of the PD may have influenced teacher outcomes.

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Reaching Across the Hallway: An Interdisciplinary Approach to Supporting Computer Science in Rural Schools

Principal Investigator:

Bryan Wallace

"Reaching Across the Hallway: An Interdisciplinary Approach to Supporting Computer Science in Rural Schools" is in its first project year. Our goal is to design and develop a train-the-trainer professional development model that supports 5th-8th grade teachers in integrating culturally relevant computer science into their rural, social studies classrooms.

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Discipline / Topic:

Computer Science

Curriculum

Target Audience:

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Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)

Principal Investigator:

Jonee Wilson

This poster describes the work of the Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) project, which aims to address the growing need to develop empirically grounded ways of assessing the extent to which the practices that are being outlined in research literature actually serve to support students who are currently underserved and underrepresented in mathematics.

Co-PI(s): Annie Garrison Wilhelm, Southern Methodist University; Temple Walkowiak, North Carolina State University

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Discipline / Topic:

Target Audience:

Pre-Kindergarten

Elementary School

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The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes

Principal Investigator:

Sara Cordes

Attitudes and beliefs about math and space have been found to be predictive of STEM participation and achievement, with females generally reporting lower math and spatial self-concept and higher anxieties related to these domains (e.g., Sokolowski et al., 2019). However, little work to date has explored the acquisition of these attitudes and beliefs, particularly related to the domain of space. This is important, because comparing the acquisition of math and spatial attitudes and beliefs may shed light on potential interventions for improving STEM outcomes.

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Discipline / Topic:

Cognitive Science

Target Audience:

Elementary School

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Teacher Professional Learning to Support Student Motivational Competencies During Science Instruction (Collaborative Research: Harris, Linnenbrink-Garcia, and Marchand)

Principal Investigator:

Lisa Linnenbrink-Garcia

This collaborative project uses co-design as a strategy to develop a professional learning approach to help middle school teachers support students' motivation and engagement in the context of NGSS instruction. The project brings together motivation experts, science education researchers, and middle school science teachers. The poster outlines the project goals, introduces five motivation design principles, and describes four tools that were co-developed to support teachers' professional learning and practice for supporting student motivation.

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Discipline / Topic:

Science

Target Audience:

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Strengthening STEM Teaching in Native American Serving Schools through Long-Term, Culturally Responsive Professional Development

Principal Investigator:

Angelina Castagno

This is a 4-year, level II Exploratory study within the teaching strand of DRK12. The research explores the functioning and impact of a nationally-developed STEM professional development model within the Navajo Nation. Teacher participants represent the entire K-12 grade range and multiple content areas, and they all participate in an innovative STEM-content, culturally responsive, 8-month professional development fellowship. We explore the extent to which culturally responsive principles are evident in their self-authored curriculum units.

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Discipline / Topic:

Pedagogical Content Knowledge

Curriculum

Target Audience:

High School

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Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial Reasoning

Principal Investigator:

Leanne Ketterlin Geller

The MMaRS project is designing classroom assessment resources of numeric relational reasoning and spatial reasoning for students in grades K-2. During the pandemic, SMU researchers worked virtually with teachers and K-2 students to develop resources that are responsive to their needs and accurately elicit their reasoning. This poster will highlight the virtual data collection methods and techniques, including think aloud video interviews with students and prototype co-design work sessions with teachers.

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Discipline / Topic:

Assessment