Equity

Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Author/Presenter

Glenn W. Ellis

Jeremiah Pina

Rebecca Mazur

Al Rudnitsky

Beth McGinnis-Cavanaugh

Isabel Huff

Sonia Ellis

Crystal M. Ford

Kate Lytton

Kaia Claire Cormier

Year
2020
Short Description

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.

Resource(s)

Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching

Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.

Author/Presenter

Kathryn Hayes

Year
2019
Short Description

Conference proceedings from the 2019 Science Education at the Crossroads Conference.

“Teaching Them How to Fish”: Learning to Learn and Teach Responsively

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Author/Presenter

Caroline B. Ebby

Brittany Hess

Lizzy Pecora

Jennifer Valerio

Lead Organization(s)
Year
2021
Short Description

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.

Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process.

Author/Presenter

Jessica H. Hunt

Kristi Martin

Andy Khounmeuang

Juanita Silva

Blain Patterson

Jasmine Welch-Ptak

Year
2020
Short Description

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding.

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.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter

Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp

Lead Organization(s)
Year
2019
Short Description

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

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.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter

Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp

Lead Organization(s)
Year
2019
Short Description

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

CRIS 7e Lesson Plan Template

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences. 

Author/Presenter

CRIS Project Team

Lead Organization(s)
Year
2019
Short Description

This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.

Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners

We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments.

Author/Presenter

Cory Buxton

Ruth Harman

Lourdes Cardozo-Gaibisso

Lei Jiang

Khanh Bui

Martha Allexsaht-Snider

Lead Organization(s)
Year
2019
Short Description

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.

Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms

In this article, we turn our attention to context-based approaches to science instruction. We 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. Contextualizing science activity is one of the key dimensions of the SSTELLA instructional framework.

Author/Presenter

Sara Tolbert

Corey Knox

Ivan Salinas

Lead Organization(s)
Year
2019
Short Description

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.

What Can We Learn from Correct Answers?

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

Ebby, C. B., Hulbert, E. T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346-353.

Author/Presenter

Caroline B. Ebby

Elizabeth T. Hulbert

Nicole Fletcher

Lead Organization(s)
Year
2019
Short Description

This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.