Middle

The main goal of this project is to empirically estimate whether and which classroom factors contribute to mathematics gains of English Language Learners in Texas schools. The emphasis is on mathematical knowledge for teaching (MKT), knowledge of students as English Language Learners, and the mathematical quality of instruction (MQI) in middle grade classrooms.

Systems are a natural part of our world—from the smallest chemical system to the Earth's climate system. The Framework for K-12 Science Education and the Next Generation Science Standards identify systems and system models as one of the crosscutting concepts, and developing and using models as one of the science and engineering practices. However, students do not naturally engage in systems thinking or in building models to make sense of phenomena, and there are few easily accessible tools designed specifically for students to construct models.

Systems are a natural part of our world—from the smallest chemical system to the Earth's climate system. The Framework for K-12 Science Education and the Next Generation Science Standards identify systems and system models as one of the crosscutting concepts, and developing and using models as one of the science and engineering practices. However, students do not naturally engage in systems thinking or in building models to make sense of phenomena, and there are few easily accessible tools designed specifically for students to construct models.

Sprout Pro was developed as a new kind of all-in-one computer that enables students to make, design, and customize the world around them. This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity. Through this handbook you will learn how Sprout Pro can enhance educational experiences; support the development of collaboration, communication, and critical thinking skills; improve digital literacy; and empower the imagination of your students.

Research on the teaching and learning of mathematics has made significant progress in recent years. However, this work has had only limited impact on classroom instruction in many countries. We report on an eight-year project in which we partnered with several large urban school districts in the U.S.

When asked what plants need for photosynthesis, many students can correctly recall the reaction equation and state that plants require CO2, H2O, and light. Many students, however, do not understand that these reactants are the raw materials plants use to make sugars and instead believe that they are food for plants. Moreover, when questioned further, students often voice the idea that plants get their food from the soil (Kestler 2014).

Ensuring all students have opportunities to engage in scientific argumentation is a key goal for K–12 students. While research has shown that teachers’ beliefs about argumentation can impact their classroom instruction and that students in low socioeconomic status (SES) schools are less likely to experience challenging science learning, there is little research focused on the relationship between teachers’ argumentation beliefs and student SES. As such, in this study we explored the scientific argumentation beliefs of teachers in low, mid, and high SES schools.

Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive teacher education experiences. In this paper, we present lessons learned from a development process to conceptualize, design, and pilot a measure of teachers' PCK of argumentation.

Recent education reform efforts have included an increasing push for school science to better mirror authentic scientific endeavor, including a focus on science practices. However, despite expectations that all students engage in these language-rich practices, little prior research has focused on how such opportunities will be created for English-learning students.

Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction.