Teacher Practice

Tackling Tangential Student Contributions

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.

Author/Presenter

Blake E. Peterson

Year
2022
Short Description

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

Tackling Tangential Student Contributions

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.

Author/Presenter

Blake E. Peterson

Year
2022
Short Description

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms

Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.

Author/Presenter

Sania Zahra Zaidi

Samuel Arnold

Elizabeth M. Lehman

Carla Strickland

Year
2022
Short Description

Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.

Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms

Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.

Author/Presenter

Sania Zahra Zaidi

Samuel Arnold

Elizabeth M. Lehman

Carla Strickland

Year
2022
Short Description

Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.

Professional Development for STEM Integration Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise

Real-world science exploration, where STEM fields are integrated to address societal issues, stands in contrast to the compartmentalized courses offered in high school. This reality calls into question the utility of high school science teaching and learning for preparing a STEM-literate citizenry and for fulfilling workforce needs.

Author/Presenter

Susan A. Yoon

Jooeun Shim

Katherine Miller

Amanda M. Cottone

Noora Fatima Noushad

Jae-Un Yoo

Michael V. Gonzalez

Ryan Urbanowicz

Blanca E. Himes

Lead Organization(s)
Year
2022
Short Description

Bioinformatics—a rapidly developing discipline that integrates mathematical and computational techniques with biological knowledge for applications in medicine, the environment, and other important aspects of life—is an example of an emerging field that illustrates the need for a greater focus on STEM integration in K12 education. Studies on teaching bioinformatics in high school reveal difficulties that arise from a lack of curricular resources and teacher knowledge to effectively integrate disciplinary content. In this study, we investigated challenges teachers experienced in teaching a problem-based bioinformatics unit after participating in professional development (PD) activities that were carefully constructed using research-based effective PD characteristics.

Supporting a Museum-based Network of Science Teacher Leaders

In this article we describe an Informal Science Institution (ISI)-based professional learning program for science teacher leaders (STLs) developed within the context of a research-practice partnership (RPP). The RPP model supports practitioners and researchers to engage in joint inquiry, as they work together to understand and improve designs for learning (Coburn and Penuel 2016; Farrell et al. 2022).

Author/Presenter

Sara C. Heredia

Michelle Phillips

Julie H. Yu

Year
2022
Short Description

In this article we describe an Informal Science Institution (ISI)-based professional learning program for science teacher leaders (STLs) developed within the context of a research-practice partnership (RPP).

Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development

Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what undergoes oxidation/reduction). Although the chemistry education research community endorses connecting the vertices of Johnstone's triangle, how symbolic traditions undermine chemistry concept development, especially during lesson planning and teaching, is underexplored. To clarify this gap, we use the Mangle of Practice framework to unpack the clash between symbolic vs.

Author/Presenter

Meng-Yang M. Wu

Ellen J. Yezierski

Lead Organization(s)
Year
2023
Short Description

Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what undergoes oxidation/reduction). Although the chemistry education research community endorses connecting the vertices of Johnstone's triangle, how symbolic traditions undermine chemistry concept development, especially during lesson planning and teaching, is underexplored. To clarify this gap, we use the Mangle of Practice framework to unpack the clash between symbolic vs. particulate-focused instruction.

Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change

Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this discrepancy is focusing on pedagogical conceptual change, its precursors (higher self-efficacy and pedagogical discontentment), and the subtleties of its mechanisms (assimilation and accommodation). In this study, we investigate the final reflections of participants (N = 35) who completed our professional development program known as the VisChem Institute (VCI).

Author/Presenter

Lead Organization(s)
Year
2023
Short Description

Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this discrepancy is focusing on pedagogical conceptual change, its precursors (higher self-efficacy and pedagogical discontentment), and the subtleties of its mechanisms (assimilation and accommodation). In this study, we investigate the final reflections of participants (N = 35) who completed our professional development program known as the VisChem Institute (VCI).

Documenting Professional Learning Focused on Implementing High-Quality Instructional Materials in Mathematics: The AIM–TRU Learning Cycle

Author/Presenter

John Lawson Russell

Joseph DiNapoli

Eileen Murray

Lead Organization(s)
Year
2022
Short Description

The research contained in this article used qualitative methods to articulate and test the design underlying our professional learning cycle by advancing conjecture mapping, a device by which the embodiments of the design are made transparent to be analyzed in practice.

Promoting Meaningful Conversations Among Prospective Mathematics Teachers

Recent circumstances due to the COVID-19 pandemic and restrictions on entering public schools have created barriers for prospective teachers (PT) to gain valuable exposure to real classrooms. As a result, we have transitioned some teacher preparation from in person experiences to video case study analysis. Our research seeks to determine how this transition can foster development of critical teaching skills by infusing a model of powerful teaching with video of real classrooms.

Author/Presenter

Victoria Bonaccorso

Joseph DiNapoli

Eileen Murray

Lead Organization(s)
Year
2022
Short Description

Recent circumstances due to the COVID-19 pandemic and restrictions on entering public schools have created barriers for prospective teachers (PT) to gain valuable exposure to real classrooms. As a result, we have transitioned some teacher preparation from in person experiences to video case study analysis. Our research seeks to determine how this transition can foster development of critical teaching skills by infusing a model of powerful teaching with video of real classrooms.