Professional Development

Teachers’ Use and Adaptation of a Model-based Climate Curriculum: A Three-Year Longitudinal Study

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.

Author/Presenter

Kimberly Carroll Steward

David Gosselin

Devarati Bhattacharya

Mark Chandler

Cory T. Forbes

Year
2024
Short Description

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process

Instructional shifts required by equitable, reform-based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some teachers successfully embrace reform practices while others do not.

Author/Presenter

Linda Preminger

Kathryn N. Hayes

Christine L. Bae

Dawn O'Connor

Year
2024
Short Description

This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary teachers in science PD differentially make sense of and internalize new pedagogies.

Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions

Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional development (PD). To address these questions, we examined U.S. elementary teachers’ learning and change in a science professional development project.

Author/Presenter

Kathryn N. Hayes

Linda Preminger

Christine L. Bae

Year
2023
Short Description

Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional development (PD). To address these questions, we examined U.S. elementary teachers’ learning and change in a science professional development project.

Exploring the Noticing of Science Teachers: What Teachers' Notice and Using Video to Capture Teacher Knowledge

Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused on their noticing of student learning, teacher's teaching, types of teaching practices, and the use of interpretative frames.

Author/Presenter

Julie A. Luft

Yuxi Huang

Harleen Singh

Hatice Ozen-Tasdemir

Joe DeLuca

Shelby Watson

Elizabeth Ayano

Brooke A. Whitworth

Lead Organization(s)
Year
2023
Short Description

Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos.

Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers

In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school science teachers working in remote, rural areas of Kansas with an evidence-based traditional face-to-face PD with the goal of supporting change in teachers’ conceptual understanding and self-efficacy in utilizing Next Generation Science Standards (NGSS), change in instructional practices, and overall student content learning.

Author/Presenter

Brooke A. Moore

Earl F. Legleiter

Kylia Owens

Brynne Packard

Jessica Wright

Lead Organization(s)
Year
2023
Short Description

In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school science teachers working in remote, rural areas of Kansas with an evidence-based traditional face-to-face PD with the goal of supporting change in teachers’ conceptual understanding and self-efficacy in utilizing Next Generation Science Standards (NGSS), change in instructional practices, and overall student content learning.

Science Teaching and Learning in Linguistically Super-Diverse Multicultural Classrooms

American schools are becoming more linguistically diverse as immigrants and resettled refugees who speak various languages and dialects arrive at the United States from around the world. This demographic change shifts US classrooms toward super-diversity as the new norm or mainstream in all grade levels (Enright 2011; Park, Zong and Batalova 2018; Vertovec 2007). In super-diverse classroom contexts, students come from varied migration channels, immigration statuses, languages, countries of origin, and religions, which contribute to new and complex social configurations of the classroom.

Author/Presenter

Minjung Ryu

Jocelyn Elizabeth Nardo

Mavreen Rose S. Tuvilla

Camille Gabrielle Love 

Year
2022
Short Description

In super-diverse classroom contexts, students come from varied migration channels, immigration statuses, languages, countries of origin, and religions, which contribute to new and complex social configurations of the classroom. Super-diversity thus encourages educators and researchers to draw on nuanced understandings of the complexity that it brings to bear in educational settings and reconsider instructional approaches that we have believed to be effective. This chapter provides an insight into the complexity of teaching science in linguistically super-diverse classrooms with the case of Riverview High School.