Elementary

Advancing Online and Blended Professional Development Through NSF's DRK-12 Program

The STEM education landscape continuously shifts in response to factors such as changing workforce demands; new knowledge about how children and adults learn; better strategies for broadening participation in under-served and underrepresented populations; and changes in local, state, and national policy. Empowering teachers with new knowledge and approaches to navigate this changing landscape requires ongoing, high-quality opportunities for professional growth.
Author/Presenter

CADRE

Short Description

This 2018 AERA structured poster session shed light on the DR K-12 portfolio of transformative research in online and blended teacher professional development.

Classroom Learning Partner Tools Documentation

Classroom Learning Partner (CLP) tools allow students and teachers to create, annotate, and manipulate visual representations to solve math problems. The tools may be used for a number of mathematical purposes, but were mainly conceived to assist in creating visual representations for multiplication and division. The underlying model of multiplication and division assumed by the current set of tools involves a repetition of groups of the same size.

Author/Presenter

Andee Rubin

Kimberle Koile

Year
2016
Short Description

CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.

Resource(s)

Classroom Learning Partner Tools Documentation

Classroom Learning Partner (CLP) tools allow students and teachers to create, annotate, and manipulate visual representations to solve math problems. The tools may be used for a number of mathematical purposes, but were mainly conceived to assist in creating visual representations for multiplication and division. The underlying model of multiplication and division assumed by the current set of tools involves a repetition of groups of the same size.

Author/Presenter

Andee Rubin

Kimberle Koile

Year
2016
Short Description

CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.

Resource(s)

Science as Experience, Exploration, and Experiments: Elementary Teachers’ Notions of ‘Doing Science’

Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers’ narrative accounts of their experiences with science over the course of their lives.

Author/Presenter

Ashley N. Murphy

Melissa J. Luna

Malayna B. Bernstein

Lead Organization(s)
Year
2017
Short Description

This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice.

Using a Video Club Design to Promote Teacher Attention to Students' Ideas in Science

Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.

Author/Presenter

Melissa J. Luna

Miriam Gamoran Sherin

Lead Organization(s)
Year
2017
Short Description

In this article, authors introduce the design of a science teaching video club and present a study of its implementation.

Teachers’ Noticing of Students’ Thinking in Science Through Classroom Artifacts: In What Ways Are Science and Engineering Practices Evident?

Building on the work of teacher noticing, this study investigated teachers’ noticing of students’ thinking evident in artifacts from their science teaching context. Prior work on teachers’ noticing in

Author/Presenter

Melissa J. Luna

Sarah J. Selmer

James A. Rye

Lead Organization(s)
Year
2018
Short Description

Building on the work of teacher noticing, this study investigated teachers’ noticing of students’ thinking evident in artifacts from their science teaching context.

Learning and Teaching Measurement: Coordinating Quantity and Number

Smith, J. P., & Barrett, J. E. (2017). The learning and teaching of measurement: Coordinating quantity and number. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 355–385). Reston, VA: National Council of Teachers of Mathematics.

Author/Presenter

John P. Smith III

Jeffrey E. Barrett

Lead Organization(s)
Year
2017
Short Description

This chapter focused on learning and teaching measurement.

Children’s Measurement: A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume

Quantitative reasoning and measurement competencies support the development of mathematical and scientific thinking in children in the early and middle grades and are fundamental to science, technology, engineering, and mathematics (STEM) education. The sixteenth Journal for Research in Mathematics Education (JRME) monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume).

Author/Presenter

Jeffrey E. Barrett

Douglas H. Clements

Julie Sarama

Year
2017
Short Description

This monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume).

Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. We present a simulation assessment and show what a performance on that assessment can reveal about a pre-service teacher’s eliciting and interpreting skills, as well as their mathematical knowledge for teaching. We consider the specific design features that make it possible to appraise pre-service teachers’ capabilities.

Author/Presenter

Meghan Shaughnessy

Timothy Boerst

Lead Organization(s)
Year
2018
Short Description

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.

Methods and Strategies: What’s the Story?

This column provides ideas and techniques to enhance your science teaching. This month’s issue discusses using the 5E learning cycle to create coherent storylines.

Lipsitz, K., Cisterna, D., & Hanuscin, D. (2017). The 5E Learning Cycle: What’s the story? Science and Children, 55(4), 76–80.

Author/Presenter

Kelsey Lipsitz

Dante Cisterna

Deborah Hanuscin

Lead Organization(s)
Year
2017
Short Description

This column provides ideas and techniques to enhance your science teaching.