Teacher Practice

Guiding collaborative revision of science explanations

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning.

Author/Presenter: 
Libby Gerard
Ady Kidron
Marcia C. Linn
Year: 
2019
Short Description: 
This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.

Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice

Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups—hence costly and localized. The purpose of the current study was to explore different ways for teachers to engage in PLEs and how these approaches might enable the field to scale up these efforts in a sustainable manner.

Author/Presenter: 
Daniel J. Heck
Courtney L. Plumley
Despina A. Stylianou
Adrienne A. Smith
Gwendolyn Moffett
Year: 
2019
Short Description: 
The purpose of the current study was to explore different ways for teachers to engage in Professional learning experiences (PLEs) and how these approaches might enable the field to scale up these efforts in a sustainable manner.
Resource Type: 
Publication

Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective

Researchers have generated a powerful framework that identifies three aspects of noticing students’ mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how well teachers engaged in noticing, and how well they connected the different aspects of noticing. We describe a complementary way of studying the connections between different aspects of noticing, one that stresses the content of teachers noticing.

Author/Presenter: 
Rob Wieman
Corey Webel
Year: 
2019
Short Description: 
Authors describe a complementary way of studying the connections between different aspects of noticing, one that stresses the content of teachers noticing. They report on a study in which participants were shown depictions of students reacting to the launch of a complex task. Participants then chose among a variety of possible interpretations and teacher responses.

Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms

In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms. Contextualizing science activity is one of the key dimensions of the SSTELLA instructional framework.

Author/Presenter: 
Sara Tolbert
Corey Knox
Ivan Salinas
Lead Organization(s): 
Year: 
2019
Short Description: 
This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms.

A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study

Although lesson study is increasingly adopted in the United States (U.S.), the impact of lesson study on teacher learning is uncertain. This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts. To present examples of the codes in use, a subset of codes related to change in teacher knowledge and beliefs were applied to analyze teachers' professional discourse in three middle school science lesson study teams.

Author/Presenter: 
Christine Lee Bae
Kathryn N. Hayes
Jeffery Seitz
Dawn O’Connor
Rachelle DiStefano
Year: 
2016
Short Description: 
This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts.

The Diverse Faces of Teacher Leadership: A Typology and Survey Tool

The potential benefits of teacher leadership are widely acknowledged; however, the conceptualization of this construct is in need of theoretical development and analytic clarification. The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project. In addition, through confirmatory factor analysis, evidence for factors representing the distinct types of teacher leadership identified in the typology was found in a general teacher leadership survey.

Author/Presenter: 
Christine Lee Bae
Kathryn N. Hayes
Dawn M. O’Connor
Jeffery C. Seitz
Rachelle DiStefano
Year: 
2016
Short Description: 
The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project.

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. Inservice and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform.

Author/Presenter: 
Kathryn N. Hayes
Christine S. Lee
Rachelle DiStefano
Dawn O’Connor
Jeffery C. Seitz
Year: 
2016
Short Description: 
This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards.

Ambitious Science Teaching

Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.
Author/Presenter: 
Mark Windschitl
Jessica Thompson
Melissa Braaten
Lead Organization(s): 
Year: 
2018
Short Description: 
Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.

Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking

Although teacher education is the formal means by which novices are prepared for teaching, they come having already had significant experience in schools. Preservice teachers have formed habits of “teaching” which influence their learning to teach. This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills.

Author/Presenter: 
Meghan Shaughnessy
Timothy A. Boerst
Lead Organization(s): 
Year: 
2018
Short Description: 
This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills.

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