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In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift.

Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove.

This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a Framework for K–12 Science Education, while also creating contextualized spaces for language and literacy development targeted to English learners (ELs), but also supportive of “mainstream” students.

This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?

This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs’ learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

This 2018 AERA structured poster session shed light on the DR K-12 portfolio of transformative research in online and blended teacher professional development.

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge.

In this paper, authors present the causal loop diagrams developed to explain the relationships between the actors and attributes involved in implementing EarSketch in a particular school setting. The diagram allows us to better make decisions that ensure both an engaging but also effective STEAM-based computing curriculum.

This article focuses on problem-based lessons in teacher professional development.