Elementary

Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall research project addressed this gap by developing an online assessment to measure elementary preservice teachers' CKT about matter and its interactions. This study, which was part of our larger project, reports on findings from one component of the item development process examining the construct validity of 118 different CKT about matter assessment items.

This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format.

Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual.

Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning.

The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have exhibited differential item functioning (DIF) for a sub-group, indicating potential item bias. Use of Delphi before quantitative field testing to screen for potential sources leading to item bias is lacking in the literature. An exploratory sequential design is illustrated as an additional approach using a Delphi technique in Phase I and Rasch DIF analyses in Phase II. We introduce the 2 × 2 Concordance Integration Typology as a systematic way to examine agreement and disagreement across the qualitative and quantitative findings using a concordance joint display table.

The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have exhibited differential item functioning (DIF) for a sub-group, indicating potential item bias. Use of Delphi before quantitative field testing to screen for potential sources leading to item bias is lacking in the literature. An exploratory sequential design is illustrated as an additional approach using a Delphi technique in Phase I and Rasch DIF analyses in Phase II. We introduce the 2 × 2 Concordance Integration Typology as a systematic way to examine agreement and disagreement across the qualitative and quantitative findings using a concordance joint display table.

In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for

differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test.

In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for

differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test.

We are developing case studies of specific types of teacher-supported conversation in which students are asked to consider design decision-making not just as a technical task, but as a complex socio-technical activity with ethical, economic, and political dimensions. Our work foregrounds a perspective of care in students’ engineering discourse and builds on emerging frameworks exploring compassionate design, macroethics and ideology, and critical socio-technical literacy. In this paper and its related poster, we summarize our first year of design talk enactments and analysis.

We are developing case studies of specific types of teacher-supported conversation in which students are asked to consider design decision-making not just as a technical task, but as a complex socio-technical activity with ethical, economic, and political dimensions. Our work foregrounds a perspective of care in students’ engineering discourse and builds on emerging frameworks exploring compassionate design, macroethics and ideology, and critical socio-technical literacy. In this paper and its related poster, we summarize our first year of design talk enactments and analysis.