Elementary

The roles of engineering notebooks in shaping elementary engineering student discourse and practice

Engineering design challenges offer important opportunities for students to learn science and engineering knowledge and practices. This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges. Through educational ethnography and discourse analysis, transcripts of student talk and action were created and coded around the uses of notebooks in the accomplishment of engineering tasks.

Author/Presenter

Jonathan D. Hertel

Christine M. Cunningham

Gregory J. Kelly

Lead Organization(s)
Year
2017
Short Description

This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges.

Evaluation of three interventions teaching area measurement as spatial structuring to young children

We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.

Author/Presenter

Douglas H. Clements

Julie Sarama

Jeffrey E. Barrett

Craig J. Cullen

Aaron Hudyma

Ron Dolgin

Amanda L. Cullen

Cheryl L. Eames

Year
2018
Short Description

In this article, authors evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.

Examining the Mathematical Knowledge for Teaching of Proving in Scenarios Written by Pre-service Teachers

In this chapter, we examine what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers (PSTs) of mathematics. A group of 27 elementary and middle school PSTs completed an online interactive module, intended to trigger reflection on, and crystallization of their knowledge of the roles of examples in proving.

Author/Presenter

Orly Buchbinder

Alice Cook

Year
2018
Short Description

This chapter examines what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers of mathematics.

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.

Framing Engineering Practices in Elementary School Classrooms

Cunningham, C. M., & Kelly, G. J. (2017). Framing Engineering Practices in Elementary School Classrooms. International Journal of Engineering Education, 33(1B), 295–307.

Author/Presenter

Christine M. Cunningham

Gregory J. Kelly

Lead Organization(s)
Year
2017
Short Description

This article focused on engineering practices for elementary classrooms.

Supporting Science Teachers In Creating Lessons With Explicit Conceptual Storylines

We describe a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines. The conceptual storyline of a lesson refers to sequencing its scientific concepts and activities to help students develop a main scientific idea and, often, is an implicit component of a lesson plan.

Author/Presenter

Dante Cisterna

Kelsey Lipsitz

Deborah Hanuscin

Zandra de Araujo

Delinda van Garderen

Lead Organization(s)
Year
2018
Short Description

This article describes a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines.

A Pleasure to Measure! Tasks for Teaching Measurement in the Elementary Grades

Measurement is paired with data as a fundamental domain of K–grade 5 mathematics in the Common Core State Standards, and it is one of five core content areas in NCTM’s Principles and Standards for School Mathematics. This book presents lively activities that dovetail with standards and research-based stages of development to support students’ steady growth of understanding of measurement.

Author/Presenter

Jeffrey Barrett

Craig Cullen

Diana Behnke

David Klanderman

Lead Organization(s)
Year
2017
Short Description

A Pleasure to Measure will enable you to select activities quickly, easily, and confidently to target the content that your students are ready to learn. You’ll find everything that you need in the six E’s that the authors detail for each activity—Essentials, Engage, Explore, Expect, Extend, and Enrich.

Model of Research-based Education (MORE) for Science Teacher Preparation

This article summarizes how a group of undergraduate regional university faculty built a program for rigorous and research-based science teacher preparation at the elementary level—namely, the “Model of Research-Based Education for Teachers” (MORE for Teachers). First, we discuss the research upon which the program is built: (1) a preparation infrastructure that includes rigorous content, focused teaching methods, and integrated field experiences with an emphasis on quality mentoring from cooperating teachers and (2) a conceptual framework for how people learn science.

Author/Presenter

Matthew Miller

Chris Ohana

Daniel Hanley

Year
2013
Short Description

This article summarizes how a group of undergraduate regional university faculty built a program for rigorous and research-based science teacher preparation at the elementary level—namely, the “Model of Research-Based Education for Teachers” (MORE for Teachers).