Implementation

From the Inside Out: Teacher Responses to the AP Curriculum Redesign

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and adapted to this reform over a three-year period. Data included four waves of individual interviews with 22 AP Biology and Chemistry teachers across the United States. Data were qualitatively analyzed using emic and etic coding.

Author/Presenter

Ayana McCoy

Abigail Jurist Levy

Kim Frumin

Frances Lawrenz

Christopher Dede

Arthur Eisenkraft

Christian Fischer

Barry Fishman

Brandon Foster

Year
2019
Short Description

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, authors explore how teachers prepared for and adapted to this reform over a three-year period.

Exploring the Relationship between Rigorous Curriculum Materials and the Development of Ambitious Mathematics Instructional Practices

STEM Categorization
Day
Fri

Hear the findings and perspectives of three projects investigating the impact of and challenges related to teachers’ use of ambitious instructional materials on their knowledge and practice.

Date/Time
-

This session will focus on implementations of curriculum materials, especially with regard to ambitious mathematics and pedagogy, and participants will consider how materials are interpreted and enacted, and the means of support that facilitate development of ambitious mathematics and pedagogy. Presenters from three DR K-12 projects will share frameworks and findings from their work, followed by participant discussion.

Session Types

Issues in Integrating NGSS Standards and Literacy/Language Arts in Grades K–5 Science

STEM Categorization
Day
Thu

Join in a discussion and give feedback on the work of a project integrating science and literacy/language arts, and issues associated with designing and implementing integrated science in K–5 schools.

Date/Time
-
Session Materials

The vision of meaningful learning in science from NGSS and the National Research Council’s A Framework for K-12 Science Education requires reform efforts that address 1) curricular issues (what is being taught); and 2) pedagogical practices (what teaching will look like with emphasis on both the practices of science and engineering and the integration of the Common Core State Standards – English Language Arts).

Session Types

Co-Design Processes to Support the Development of Educational Innovations

STEM Categorization
Day
Thu

Join a discussion about co-design approaches that can help ensure that educational innovations are designed and used to support teaching and learning in early childhood.

Date/Time
-
Facilitators

Using NGSS Implementation to Build Science Education Community

STEM Categorization
Day
Thu

Come and discuss opportunities to build synergy between Achieve’s efforts to support NGSS implementation across states and DR K–12 research initiatives.

Date/Time
-
Session Materials

Elementary Mathematical Writing Task Force Recommendations: Implications for Research and Classroom Implementation

STEM Categorization
Day
Thu

Learn about types of and purposes for elementary mathematical writing, and discuss implications for research and classroom implementation.

Date/Time
-
Session Materials

Although the mathematics education community long has emphasized the importance of discourse in teaching and learning mathematics, mathematical writing has not been clearly defined. Questions remain about how writing can leverage elementary students’ learning of mathematics. In October 2015, the Elementary Mathematical Writing Task Force came together and recommended four types of writing (exploratory, informative/explanatory, argumentative, and mathematically creative) and their respective purposes.

Session Types

Lesson Study District Survey Report

Author/Presenter

Akiba, M., Wilkinson, B., Farfan, G., Howard, C., Kuleshova, A., Fryer, J., Murata, A., &
Eichler, B.

Year
2016
Short Description

This report summarizes the 2013, 2014, and 2015 findings from a longitudinal survey of district professional development coordinators across the state of Florida. The results are presented with six sections: 1) District policy and practice, 2) Leadership, 3) Funding, 4) Lesson study schedule, 5) Professional development programs, and 6) Sustaining lesson study.

Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida

Author/Presenter

Motoko Akiba

Lead Organization(s)
Year
2016
Short Description

The state of Florida has taken an unprecedented approach to teacher professional development in its Race to the Top
(RTTT) Program application by proposing to promote an international innovation that originates in Japan, “lesson study,” as
a statewide teacher professional development model. Since winning the US$700 million RTTT funding in 2010, the Florida
Department of Education and districts have been promoting lesson study as one of the statewide vehicles to implement
the state standards aligned with the Common Core State Standards. This study analyzed the state and districts’ approaches
to promote lesson study using policy documents, statewide district survey data, and interviews. We found that a majority
of districts mandated lesson study implementation without securing or spending sufficient funding. In addition, the existing organizational structures and routines for professional development pose a major challenge in capacity building of district leaders and teachers to engage in lesson study.

The Power and Promise of a Digital Tool for Teaching Inquiry Science





Author/Presenter

Katherine F. Paget

Jacqueline S. Miller

William J. Tally

Year
2015
Short Description

To examine the value of the electronic teacher guide (eTG) as a curriculum planning and teaching tool,
it was important to study it in the contexts of teachers’ actual planning, teaching, and reflecting.
This paper described two descriptive case studies.

Resource(s)