Elementary

We develop a theoretical and empirical basis for the design of teacher professional development studies. We build on previous work by (a) developing estimates of intraclass correlation coefficients for teacher outcomes using two- and three-level data structures, (b) developing estimates of the variance explained by covariates, and (c) modifying the conventional optimal design framework to include differential covariate costs  so as to capture the point at which the cost of collecting a covariate overtakes the reduction in variance it supplies.

The language that students use with whole numbers can be insufficient when learning integers. This is often the case when children interpret addition as “getting more” or “going higher.” In this study, we explore whether instruction on mapping directed magnitudes to operations helps 88 second graders and 70 fourth graders solve addition and subtraction problems with negative numbers.

In this study, we explore four, second graders’ performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition, and a posttest. Based on their integer mental models and scores on arithmetic and transfer problems, each student progressed, although in different ways. We use these instances and their interactions in their group sessions to describe their progressions.

The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments. We illustrate our discussion with examples from our assessments of high school students’ understanding of concepts in cell biology and epigenetics.

This two-year, mixed-methods study explored teacher learning during a yearlong professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers’ inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of school-level and individual-level factors on these changes in the year following the programme. Fifteen fourth-grade through sixth-grade teachers from three low-performing US schools participated.

In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study.

The United States has made a significant effort and investment in STEM education, yet the size and the composition of the STEM workforce continues to fail to meet demand. It is thus important to understand the barriers and factors that influence individual educational and career choices. In this article, we conduct a literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy–value theory as a guiding framework.

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors.

This paper describes a model for differentiating professional development to address teachers’ varied knowledge, experiences, and interests.

Brodesky, A., Fagan, E., Tobey, C., & Hirsch, L. (2016). Moving Beyond One-Size-All PD: A Model for Differentiating Professional Learning for Teachers. NCSM Journal of Mathematics Education Leadership, 17(1), 20-37.

This paper describes a strategic process for using formative assessment probes to gather and interpret evidence of student mathematics understandings and misconceptions and then targeting instruction to address identified needs.

Fagan, E., Tobey, C., & Brodesky, A. (2016). Targeting Instruction with Formative Assessment Probes. Teaching Children Mathematics, 23(3), 146-157.