Pedagogical Content Knowledge

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

Principal Investigator: 

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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Target Audience: 

Aligning the Science Teacher Education Pathway: A Networked Improvement Community

Principal Investigator: 

The A-STEP project fosters collaboration between university faculty and pathway partners to implement common set of tools (Next Gen ASET Toolkit) across a science teacher training and development pathway. Partnerships across steps function under shared goals and paradigm shifts for pedagogical reform along the teacher pathway. A-STEP promotes change across our Networked Improvement Community (NIC) and the local pathway partners working with each university, ultimately impacting the enactment of the NGSS in respective K-12 classrooms.

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Target Audience: 

SPIRAL: Supporting Professional Inquiry and Re-Aligning Learning through a Structured e-Portfolio System

Principal Investigator: 

The SPIRAL project seeks to develop and test a new model for vertical-team professional development, along with a set of electronic tools enabling collaboration among these teams to support instructional improvement aligned to the Next Generation Science Standards (NGSS). We seek to better understand how teachers use a custom-designed digital portfolio to better understand students' learning trajectories across K-8 science so as to shape their own instructional practice with relation to the spiraled NGSS.

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Transforming Scientific Practices to Promote Students Interest and Motivation in the Life Sciences: A Teacher Leadership Development Intervention

Principal Investigator: 

How Do Teacher Leaders Transform Scientific Practices to Promote Students Interest and Motivation in STEM? Formal and informal K-12+ educators learn to employ strategies of community mapping, curricular mapping and place-based, culturally sustaining pedagogy to write, teach, and evaluate NGSS lessons that engage underrepresented students in mathematics, life, earth, and physical sciences. Two case studies highlight how educators apply these strategies to intersect three domains: experiential/place-based learning, culturally sustaining learning, and disciplinary learning .

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Target Audience: 

In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field

Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the physical sciences during their first three years.

Author/Presenter: 
Jessica B. Napier
Julie A. Luft
Harleen Singh
Lead Organization(s): 
Year: 
2020
Short Description: 

Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the physical sciences during their first three years.

The Power of Interviewing Students

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The power of interviewing students. Mathematics Teacher: Learning and Teaching PK-12, 114(6), 436–444.

Author/Presenter: 
Theresa J. MacVicar
Amy R. Brodesky
Emily R. Fagan
Year: 
2021
Short Description: 

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

The Development of ePCK of Newly Hired In-field and Out-of-field Teachers during their First Three Years of Teaching

This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study.

Author/Presenter: 
Harleen Singh
Julie A. Luft
Jessica B. Napier
Lead Organization(s): 
Year: 
2021
Short Description: 

This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching.

Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation

Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.
Author/Presenter: 
Carlos Nicolas Gomez Marchant
Hyejin Park
Yuling Zhuang
Jonathan K. Foster
AnnaMarie Conner
Year: 
2021
Short Description: 

Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, authors examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation

We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Author/Presenter: 
J. Bryan Henderson
Nicole Zillmer
April Holton
Steven Weiner
Eric Greenwald
Megan Goss
M. Lisette Lopez
Christina Morales
P. David Pearson
Katherine L. McNeill
Lead Organization(s): 
Year: 
2021
Short Description: 

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms

Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

Author/Presenter: 
Meixia Ding
Lead Organization(s): 
Year: 
2021
Short Description: 

Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

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