Teacher Practice

Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment

High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing.

Author/Presenter: 
Adam G. L. Schafer
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2021
Short Description: 

This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates high school chemistry teachers’ interpretations of student responses to formative assessment items by identifying patterns in what teachers notice.

Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity.

Author/Presenter: 
Adam G. L. Schafer
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2021
Short Description: 

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity

“Teaching Them How to Fish”: Learning to Learn and Teach Responsively

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Author/Presenter: 
Caroline B. Ebby
Brittany Hess
Lizzy Pecora
Jennifer Valerio
Lead Organization(s): 
Year: 
2021
Short Description: 

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.

What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008

Author/Presenter: 
Ron Gray
Scott McDonald
David Stroupe
Lead Organization(s): 
Year: 
2021
Short Description: 

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years.

Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records

Background

Author/Presenter: 
Marta T. Magiera
Vecihi S. Zambak
Lead Organization(s): 
Year: 
2021
Short Description: 

This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. The results document that without providing any intentional support for PSTs’ noticing skills, PSTs are more deliberate to focus on mathematically significant aspects of student thinking while analyzing written artifacts of student work compared to video-records.

The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum

Author/Presenter: 
Jeffrey Choppin
Amy Roth McDuffie
Corey Drake
Jon Davis
Lead Organization(s): 
Year: 
2020
Short Description: 

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter: 
Shari L. Stockero
Lead Organization(s): 
Year: 
2020
Short Description: 

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

An Emerging Community in Online Mathematics Teacher Professional Development: An Interactional Perspective

Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

Author/Presenter: 
Anthony Matranga
Jason Silverman
Year: 
2020
Short Description: 

The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform (www.lessonsketch.org). We briefly describe the platform and the larger project and then using the experiences created by two fellows illustrate the kinds of materials being created by the teacher educators.

Author/Presenter: 
Daniel Chazan
Patricio Herbst
Dana Grosser-Clarkson
Elizabeth Fleming
Janet Walkoe
Emina Alibegović
Year: 
2018
Short Description: 

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform.

Extended Reality Initiative: 360 Videos of Teaching/Learning Mathematics

This website provides a growing repository of 360 videos of classroom instruction (currently focusing on elementary mathematics). We also have created and are disseminating tutorial videos for using or creating similar media.

Author/Presenter: 
Karl Kosko
Lead Organization(s): 
Year: 
2019
Short Description: 

This website provides a growing repository of 360 videos of classroom instruction (currently focusing on elementary mathematics). We also have created and are disseminating tutorial videos for using or creating similar media.

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