Pedagogical Content Knowledge

Assessment

Broadening Participation

Curriculum

ELL

Equity

https://link.springer.com/article/10.1007/s11165-019-9846-8

High

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.

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Author/Presenter:

Cory Buxton

Ruth Harman

Lourdes Cardozo-Gaibisso

Lei Jiang

Khanh Bui

Martha Allexsaht-Snider

Lead Organization(s):

Oregon State University (OSU)

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.

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

Simulations as a Tool for Practicing Questioning

Mathematics

Classroom Practice

https://link.springer.com/chapter/10.1007/978-3-319-70594-1_6

Graduate

In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.

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Author/Presenter:

Corey Webel

Kimberly Conner

Wenmin Zhao

Lead Organization(s):

University of Missouri

Year:

2018

Short Description:

Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

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What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science

Classroom Practice

https://www.tandfonline.com/doi/full/10.1080/07370008.2018.1496919

Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and supported.

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Author/Presenter:

Melissa J. Luna

Lead Organization(s):

West Virginia University Research Corporation

Year:

2018

Short Description:

An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.

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Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter

https://www.tandfonline.com/doi/full/10.1080/1046560X.2018.1488486

The Next Generation Science Standards call for changes in not only what is taught in elementary science but also how students engage in the learning experience to develop understanding of core disciplinary ideas. In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK through a lesson plan task, the Content Representation tool, and interviews and then adapted and tested a scoring rubric to facilitate comparison of teachers’ PCK.

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Author/Presenter:

Deborah L. Hanuscin

Dante Cisterna

Kelsey Lipsitz

Lead Organization(s):

Western Washington University (WWU)

University of Missouri

Year:

2018

Short Description:

In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK through a lesson plan task, the Content Representation tool, and interviews and then adapted and tested a scoring rubric to facilitate comparison of teachers’ PCK.

Read more about Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter

Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking

Mathematics

Disciplinary Content Knowledge

https://link.springer.com/book/10.1007/978-3-319-68342-3

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. We present a simulation assessment and show what a performance on that assessment can reveal about a pre-service teacher’s eliciting and interpreting skills, as well as their mathematical knowledge for teaching. We consider the specific design features that make it possible to appraise pre-service teachers’ capabilities.

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Author/Presenter:

Meghan Shaughnessy

Timothy Boerst

Lead Organization(s):

University of Michigan (UM)

Year:

2018

Short Description:

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.

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Examining the Impact of Lesson-Analysis Based Teacher Education and Professional Development across Methods Courses, Student Teaching, and Induction

Video

Disciplinary Content Knowledge

Middle

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Author/Presenter:

Christopher Wilson

Molly Stuhlsatz

Connie Hvidsten

Betty Stennett

Lead Organization(s):

BSCS

Year:

2017

Short Description:

Presentation on ViSTA at the 2017 NARST conference in San Antonio, Texas. The ViSTA Plus project is a multi-year preservice teacher education program for elementary teachers that spans the methods course, student teaching, and the first year of teaching.

Resource(s):

ViSTA Plus NARST Slides

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Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

21st Century Skills

Assessment

Cyberlearning

Discourse

Educational Technology

Geometry

Teacher Attitudes/Beliefs

Standards

STEM Categorization:

Day:

Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time:

9:15 am to 10:45 am

Presenters:

Location:

Session Materials:

Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.

Session Types:

Concurrent Session

Read more about Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

Supports for Elementary Teachers Implementing the NGSS: Challenges and Opportunities across Science, Technology, and Engineering

Teacher Attitudes/Beliefs

Standards

STEM Categorization:

Day:

Fri

Consider methods and challenges associated with supporting upper elementary teachers’ implementation of NGSS-based classroom interventions in this structured poster session.

Date/Time:

9:15 am to 10:45 am

Presenters:

Location:

Session Materials:

In this structured poster session, a set of projects will present and discuss resources, models, and tools (RMTs) designed to support upper elementary teachers to implement an array of curricular and instructional interventions reflecting diverse disciplinary concepts and practices embodied in NGSS. The session aims to provide a forum for exploring diverse approaches to improving science in 3^rd-5^th-grade classrooms and engage in discussion about how these ideas can advance systemic efforts to support quality science instruction and student learning.

Session Types:

Concurrent Session

Read more about Supports for Elementary Teachers Implementing the NGSS: Challenges and Opportunities across Science, Technology, and Engineering

Preparing Teachers to Support Rich Disciplinary Discussions in Their Classrooms

Classroom Practice

Discourse