High

This article examines the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions.

This Research in Science Education article focuses on characterizing classroom discourse in science.

Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent.

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.

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.

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

This NCTM 100 Days of Professional Learning webinar explores the cycle of inquiry and justification, conceptual obstacles, and strategies for overcoming these obstacles.

In this webinar, presenters Joseph DiNapoli, Eileen Murray, Doug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases. 

In this webinar, presenters Joseph DiNapoli, Eileen Murray, Doug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases. 

In this webinar, presenters Joseph DiNapoli, Eileen Murray, Doug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers build knowledge while collectively analyzing and discussing video of mathematics teaching, and engaged webinar participants with that analytic method to gather feedback on the approach developed through the DRK-12 projects, Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources through the Collaborative Investigation of Video Cases.