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High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and practices of high school chemistry teachers or the discourse mechanisms used as teachers support one another. Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.

Multimedia environments provide multiple resources for expression, collaboration, and knowledge-creation. Yet there is much to be learned about the design of such environments, the forms of collegial discourse that take place, and the benefits of participation. To this end, we study the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education.

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and adapted to this reform over a three-year period. Data included four waves of individual interviews with 22 AP Biology and Chemistry teachers across the United States. Data were qualitatively analyzed using emic and etic coding.

Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

There is a need to arm students with noncognitive, or 21^st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21^st Century skills.

Existing research indicates that engaging and sustaining youth interest in STEM subjects past elementary school remains challenging. This is especially true for girls, students from minority groups, and economically disadvantaged individuals.

Engineering design is a complex process which requires science, technology, engineering, and mathematic (STEM) knowledge. Students' self-regulation plays a critical role in interdisciplinary tasks. However, there is limited research investigating whether and how self-regulation leads to different learning outcomes among students in engineering design. This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

Application of new automated scoring technologies, such as natural language processing and machine learning, makes it possible to provide automated feedback on students' short written responses. Even though many studies investigated the automated feedback in the computer-mediated learning environments, most of them focused on the multiple-choice items instead of the constructed response items. This study focuses on the latter and investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.