Elementary

The Price of Nice: How Good Intentions Maintain Educational Inequity

Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity.

Author/Presenter: 
Angelina E. Castagno, Editor
Lead Organization(s): 
Year: 
2019
Short Description: 

In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities.

The Anthropology of Educational Policy: Ethnographic Inquiries into Policy as Sociocultural Practice

Author/Presenter: 
Angelina E. Castagno
Teresa McCarty
Lead Organization(s): 
Year: 
2018
Short Description: 

This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings.

“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators

There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Author/Presenter: 
Angelina E. Castagno
Tiffany Tracy
Desiree Denny
Breanna Davis
Hosava Kretzmann
Lead Organization(s): 
Year: 
2020
Short Description: 

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

Developing a Problem-Solving Measure for Grade 4

Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and scholars. The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4).

Author/Presenter: 
Jonathan Bostic
Gabriel Matney
Toni A. Sondergeld
Gregory E. Stone
Year: 
2019
Short Description: 

The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and middle grades students.

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction.

Author/Presenter: 
Maria Blanton
Rena Stroud
Ana Stephens
Angela Murphy Gardiner
Despina A. Stylianou
Eric Knuth
Isil Isler-Baykal
Susanne Strachota
Lead Organization(s): 
Year: 
2019
Short Description: 

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

The Joys of Teaching Ecology in K–12 and Informal Settings

Esposito, R. M. M, Harris, C., Berkowitz, A. R., & Pregnal, M. (2019). The joys of teaching ecology in K-12 and informal settings. Frontiers in Ecology and the Environment, 17(9), 538-539. https://doi.org/10.1002/fee.2122

Author/Presenter: 
Rhea M  M Esposito
Cornelia Harris
Alan R Berkowitz
Maribel Pregnall
Year: 
2019
Short Description: 

This article describes opportunities for primary and secondary ecology education in formal and informal settings.

The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK

There is growing recognition of the prevalence of “within school churn”, a phenomenon in which teachers remain within a school but are assigned a new grade level or course. In this study we examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program. We argue grade-level reassignment is akin to out-of-field science teaching for elementary teachers, as they encounter a new set of grade-specific standards, new subject matter topics, and new curricula.

Author/Presenter: 
Deborah L. Hanuscin
Zandra de Araujo
Dante Cisterna
Kelsey Lipsitz
Delinda van Garderen
Year: 
2020
Short Description: 

In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.

SOLID Start K-2 Curriculum Materials

SOLID Start (Science Oral Language and Literacy Development from the Start of School) curricula are guided by a driving question and puzzling phenomena that engage young students and elicit their natural curiosities. The units are designed to support young students’ science learning and oral language and literacy development.

Author/Presenter: 
Tanya Wright
Amelia Gotwals
Amanda Bismack
Lead Organization(s): 
Year: 
2020
Short Description: 

SOLID Start (Science Oral Language and Literacy Development from the Start of School) curricula are guided by a driving question and puzzling phenomena that engage young students and elicit their natural curiosities. The units are designed to support young students’ science learning and oral language and literacy development.

Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners

Author/Presenter: 
Amy Brodesky
Jessica Hunt
Karen Mutch-Jones
Judy Storeygard
Year: 
2020
Short Description: 

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Designing ‘Productive Uncertainty’ into Investigations to Support Meaningful Engagement in Science Practices

We want students to engage from the earliest ages in science and engineering practices with sincere curiosity and purpose. Science investigations can be viewed as “working through uncertainty.” However, 3D instructional materials often try to support engagement in science practices by making them very explicit and scaffolding the process to make it easy to accomplish—arguably, too easy.

Author/Presenter: 
Eve Manz
Sarah Arnold
Colleen Bazinet
Betsy Beckert
Diana Garity
Griselda George
Pat O'Brien
Lauren Reilly
Lead Organization(s): 
Year: 
2019
Short Description: 

This teaching tool focused on an alternative approach to science investigation that emphasizes productive uncertainty.

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