Professional Development

Investigating the Complexity in Elementary Teachers’ Noticing of Children’s Mathematical Thinking in Written Work

This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking. Interviews used a think-aloud method to capture real-time framing as teachers observed children’s thinking on the same problem, using written work from their own and unfamiliar classrooms.

Author/Presenter

Naomi Jessup

Lead Organization(s)
Year
2024
Short Description

This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking.

Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching.

Author/Presenter

Gail Richmond

Roberta Hunter

Tali Tal

Grace Tukurah

Lead Organization(s)
Year
2024
Short Description

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching.

Centering on Power Relations in Collaboration Among Mathematics Teacher Educator-Researchers

Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research collaborations for professional development efforts on social justice issues in mathematics education.

Author/Presenter

Carlos LópezLeiva

Sunghwan Byun

Beth Herbel-Eisenmann

Year
2024
Short Description

Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses on MTERs working with one another. This article decenters from these traditional foci and instead examines a heterogeneous group of MTERs describing their research collaborations for professional development efforts on social justice issues in mathematics education.

Profiling Teachers’ Motivation for Professional Development: A Nationwide Study

Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels.

Author/Presenter

Eric Richter

Tim Fütterer

Arthur Eisenkraft

Christian Fischer

Year
2024
Short Description

Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis.

Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking

In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and actively identifying uncertainties and collaborating with peers to deepen understanding within the classroom community. Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in sensemaking and enhancing agency levels.

Author/Presenter

Ying-Chih Chen

Lead Organization(s)
Year
2024
Short Description

Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in sensemaking and enhancing agency levels. This study analyzed 28 whole-class discussions led by seven science teachers, identifying three phases: problematization, coherence negotiation, and new understanding enactment.

Schoolyard SITES: School-Community Partnership to Learn About Teaching Locally-Relevant Citizen Science

Author/Presenter

Lara Gengarelly

Sameer Honwad

Megan Glenn

Erik Froburg

Malin Clyde

Haley Andreozzi

Lead Organization(s)
Year
2023
Short Description

Our research study examines the community-based partnership PD model and its impact on school teachers’ self-efficacy and their success in engaging students in the NGSS science practices through citizen science projects.

“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM

Author/Presenter

Jessica Watkins

Year
2023
Short Description

Teachers can play critical roles in challenging or reinscribing dominant narratives about what counts as STEM, who is seen within STEM disciplines, and how these disciplines should be taught. However, teachers have often experienced STEM in limited ways in their own education and are thereby provided with few resources for re-imagining these disciplines.

Examining Interactions Between Dominant Discourses and Engineering Educational Concepts in Teachers' Pedagogical Reasoning

Background
Engineering's introduction into K–12 classrooms has been purported to support meaningful and inclusive learning environments. However, teachers must contend with dominant discourses embedded in US schooling that justify inequitable distributions of resources.

Author/Presenter

Natalie De Lucca

Jessica Watkins

Rebecca D. Swanson

Merredith Portsmore

Year
2023
Short Description

Drawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—reflecting dominant values of sorting and ranking students based on perceived academic abilities—and the discourse of individual blame—reflecting dominant framings of educational problems as solely the responsibility of individual students or families.

The Schoolyard SITES Curriculum Workbook: A Design Process for Engaging Students in Citizen Science in Their Schoolyard

Author/Presenter

Lara Gengarelly

Erik Froburg

Malin Clyde

Haley Andreozzi

Lead Organization(s)
Year
2023
Short Description

Schoolyard SITES Curriculum Workbook includes a narrative description of the SITES professional development program and the Project Planning Guide.

Online Practice Suite Databrary

Repository of project simulation tasks and data.

Author/Presenter

Online Practice Suite Team

Lead Organization(s)
Year
2023
Short Description

Repository of project simulation tasks and data.