Pedagogical Content Knowledge

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.

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.

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).

It’s Virtually Possible: Rethinking Preservice Teachers’ Field Experiences in the Age of COVID-19 and Beyond

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project. PSTs delivered engineering lessons both synchronously and asynchronously to elementary school students and reported positive learning opportunities, gaining confidence and competence from their experiences.

Author/Presenter

Kristie S. Gutierrez

Jennifer J. Kidd

Min Jung Lee

Lead Organization(s)
Year
2021
Short Description

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project.

On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics.

Author/Presenter

Yasemin Copur-Gencturk

Erik Jacobson

Richard Rasiej

Year
2021
Short Description

This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.

Students and Teachers Mobilizing Mathematical Concepts through Reciprocal Noticing

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. Drawing from highly resonant concepts from materialism and Indigenous Knowledges—two perspectives that researchers rarely bring into dialogue—this alternative approach explores the reciprocal, material, and more-than-human nature of noticing. By focusing on the role of movement in noticing, the approach discusses the indivisibility of sensing and making sense as students and teachers mobilize mathematical concepts.

Author/Presenter

Higinio Dominguez

Lead Organization(s)
Year
2021
Short Description

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms.

Shifts in Elementary Teachers' Pedagogical Reasoning: Studying Teacher Learning in an Online Graduate Program in Engineering Education

Background
Elementary educators are increasingly asked to teach engineering design, motivating study of how they learn to teach this discipline. In particular, there is a need to examine how teachers reason about pedagogical situations and dilemmas in engineering—how they draw on their disciplinary understandings, attention to students' thinking, and pedagogical practices to support students' learning.

Author/Presenter

Jessica Watkins

Merredith Portsmore

Rebecca D. Swanson

Year
2020
Short Description

The purpose of this qualitative study was to examine elementary teachers' pedagogical reasoning in an online graduate program. Authors asked: What stances do teachers take toward learning and teaching engineering design? How do these stances shift over the course of the program?

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter

Shari L. Stockero

Lead Organization(s)
Year
2020
Short Description

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention

We examine the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions. We investigate whether and how five teachers’ attention to student thinking changed when implementing problem-based lessons that they collaboratively designed. Using Sherin and van Es’ (2009) framework, we analyzed 14 lessons taught over two consecutive years.

Author/Presenter

Gloriana Gonzalez

Gabriela E. Vargas

Year
2020
Short Description

This article examines the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions.

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