Teacher Attitudes/Beliefs

This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice.

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 n_t1 = 2,369 and n_t2 = 2,170 chemistry teachers via multilevel latent class analysis.

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.

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.

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.

This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In this case study, we share and critique the practices and tools that we have employed to center educator voices, rather than those of the PL designers and researchers.

In this study, 82 middle and high school teachers engaged with the InSTEP online professional
learning platform to develop their expertise in teaching data science and statistics. We
investigated teachers’ engagement within the platform, aspects of the platform that were most
and least effective in building teachers’ expertise, and the extent to which teachers’ self-efficacy
changed.

Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS) partnership program, which provides instructional resources and a network of support for high school physics teachers through a partnership with the University of Illinois.

This descriptive case study examines the process of productively navigating socio-emotional risks and interpersonal tensions encountered by a veteran and pre-service physics teacher during one episode of discussing physics content.

Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes.