Teacher Practice

Facilitating Collaborative Inquiry into Practice Around Artifacts of Mathematics Teaching

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.

Author/Presenter

Caroline B. Ebby

Brittany Hess

Lizzy Pecora

Jennifer Valerio

Lead Organization(s)
Year
2024
Short Description

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.

Development of a Questionnaire on Teachers' Beliefs, Preparedness, and Instructional Practices for Teaching NGSS Science with Multilingual Learners

The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science and language.

Author/Presenter

Scott E. Grapin

Courtney Plumley

Eric Banilower

Alycia J. Sterenberg Mahon

Laura Craven

Kristen Malzahn

Joan Pasley

Abigail Schwenger

Alison Haas

Okhee Lee

Lead Organization(s)
Year
2024
Short Description

The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science and language. The purpose of this study was to develop and gather validity evidence for a questionnaire that measures elementary teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with MLs.

Novice Elementary Teachers’ Science Teaching: Instructional Planning and Discourse

Teaching science to elementary school students is complex, and teacher preparation programs must support preservice teachers’ learning to communicate science content and practices with children. Science teachers bring the experiences they have as students to their teacher preparation, and these experiences may support or conflict with what they are learning about effective teaching. In this study, we present stories of two first-year teachers who attended a STEM-focused teacher preparation program in the U.S.

Author/Presenter

Sarah J. Carrier

James Minogue

Aimee B. Fraulo

Year
2024
Short Description

Teaching science to elementary school students is complex, and teacher preparation programs must support preservice teachers’ learning to communicate science content and practices with children. Science teachers bring the experiences they have as students to their teacher preparation, and these experiences may support or conflict with what they are learning about effective teaching. In this study, we present stories of two first-year teachers who attended a STEM-focused teacher preparation program in the U.S.

VISIONS Project K–12 Resources

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Author/Presenter

Katherine Mawhinney

Allison McCulloch

Catherine Schwartz

Peter Wilson

Year
2023
Short Description

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

VISIONS Project K–12 Resources

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Author/Presenter

Katherine Mawhinney

Allison McCulloch

Catherine Schwartz

Peter Wilson

Year
2023
Short Description

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

VISIONS Project K–12 Resources

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Author/Presenter

Katherine Mawhinney

Allison McCulloch

Catherine Schwartz

Peter Wilson

Year
2023
Short Description

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

VISIONS Project K–12 Resources

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Author/Presenter

Katherine Mawhinney

Allison McCulloch

Catherine Schwartz

Peter Wilson

Year
2023
Short Description

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

LaCuKnoS Project Virtual Professional Development Series

This series includes lessons and professional development video sessions focused on: multilingual learning strategies for STEM, culturally responsive strategies for STEM, knowledge building strategies for STEM, semantic waving in science instruction, and autonomy touring in science instruction.

Author/Presenter

Cory Buxton

Lead Organization(s)
Year
2022
Short Description

This series includes lessons and professional development video sessions focused on: multilingual learning strategies for STEM, culturally responsive strategies for STEM, knowledge building strategies for STEM, semantic waving in science instruction, and autonomy touring in science instruction.

Spiral Notebook App

The Spiral Notebook app is a digital portfolio tool that enables teachers to efficiently capture multiple representations of classroom practice via documents, images, and videos, and organize, share, and discuss evidence of student thinking reflected in these multimedia artifacts.

Author/Presenter

Jose-Felipe Martinez-Fernandez

Year
2024
Short Description

The Spiral Notebook app is a digital portfolio tool that enables teachers to efficiently capture multiple representations of classroom practice via documents, images, and videos, and organize, share, and discuss evidence of student thinking reflected in these multimedia artifacts.

Responsive Math Teaching Resources

This collection of Responsive Math Teaching (RMT) professional learning resources includes the RMT model, planning and coaching protocol, lesson plan templates, and frameworks for discussing learner thinking and facilitating productive struggle.

Author/Presenter

Caroline Ebby

Lead Organization(s)
Year
2021
Short Description

This collection of Responsive Math Teaching (RMT) professional learning resources includes the RMT model, planning and coaching protocol, lesson plan templates, and frameworks for discussing learner thinking and facilitating productive struggle.