Middle

Journey to Centers in the Core

Groth, R.E., Kent, K., & Hitch, E. (2016). Journey to centers in the core. Mathematics Teaching in the Middle School,21(5), 295-302.

Author/Presenter

Randall E. Groth

Kristen D. Kent

Ebony D. Hitch

Lead Organization(s)
Year
2015
Short Description

Students travel through a series of lessons as they analyze data and unpack the meaning of measures of center.

I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry

Herrington, D. G., Bancroft, S. F., Edwards, M. M., & Schairer, C. J. (2016). I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry. Journal of Science Teacher Education, 1-22. doi:10.1007/s10972-016-9450-y

Author/Presenter

Deborah G. Herrington

Senetta F. Bancroft

Molly M. Edwards

Caroline J. Schairer

Year
2016
Short Description

This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their practices in relation to the researcher-created teacher inquiry beliefs system spectrum (TIBSS). The TIBSS conceptualizes the range of changes observed in participating teachers. We also describe the features of the RET and external factors, such as personal experiences and school contexts, that teachers cited as influential to these changes.

Lesson Study District Survey Report

Author/Presenter

Akiba, M., Wilkinson, B., Farfan, G., Howard, C., Kuleshova, A., Fryer, J., Murata, A., &
Eichler, B.

Year
2016
Short Description

This report summarizes the 2013, 2014, and 2015 findings from a longitudinal survey of district professional development coordinators across the state of Florida. The results are presented with six sections: 1) District policy and practice, 2) Leadership, 3) Funding, 4) Lesson study schedule, 5) Professional development programs, and 6) Sustaining lesson study.

Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida

Author/Presenter

Motoko Akiba

Lead Organization(s)
Year
2016
Short Description

The state of Florida has taken an unprecedented approach to teacher professional development in its Race to the Top
(RTTT) Program application by proposing to promote an international innovation that originates in Japan, “lesson study,” as
a statewide teacher professional development model. Since winning the US$700 million RTTT funding in 2010, the Florida
Department of Education and districts have been promoting lesson study as one of the statewide vehicles to implement
the state standards aligned with the Common Core State Standards. This study analyzed the state and districts’ approaches
to promote lesson study using policy documents, statewide district survey data, and interviews. We found that a majority
of districts mandated lesson study implementation without securing or spending sufficient funding. In addition, the existing organizational structures and routines for professional development pose a major challenge in capacity building of district leaders and teachers to engage in lesson study.

Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop

On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum?

Author/Presenter

Ana Ferreras

Cathy Kessel

Myong-Hi Kim

Lead Organization(s)
Year
2015
Short Description

On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country. This report summarizes the presentations and discussions at the workshop.

Analysis of the National Science Foundation’s Discovery Research K–12 ELL Projects

Background/Context: Educational and societal phenomena can converge to draw attention to a new focus, such as ELs and STEM, and then trigger new research interests. A funding program can play a critical role in shaping these new research interests by prioritizing specific research topics and designs or by requiring particular specializations of researchers.

Author/Presenter

Linda Caswell

Alina Martinez

Okhee Lee

Barbara Brauner Berns

Hilary Rhodes

Year
2016
Short Description

Educational and societal phenomena can converge to draw attention to a new focus, such as ELs and STEM, and then trigger new research interests. A funding program can play a critical role in shaping these new research interests by prioritizing specific research topics and designs or by requiring particular specializations of researchers. The study examined whether funding provided through the National Science Foundation’s (NSF) Discovery Research K-12 (DR K-12) program has made a unique contribution to the research in the fields of science and mathematics education for ELs.

STEM Smart Brief: Teaching and Learning Under the Next Generation Science Standards

This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.

Author/Presenter

CADRE

Year
2016
Short Description

This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.

Proposal and Award Policies and Procedures Guide (PAPPG) 16-1

The Proposal & Award Policies & Procedures Guide (PAPPG) is comprised of documents relating to the Foundation's proposal and award process. It has been designed for use by both our customer community and NSF staff and consists of two parts:

Author/Presenter

National Science Foundation

Lead Organization(s)
Year
2015
Short Description

The Proposal & Award Policies & Procedures Guide (PAPPG) 16-1 is comprised of documents relating to the Foundation's proposal and award process. It consists of two parts: the NSF Grant Proposal Guide (GPG)and the NSF Award and Administration Guide(AAG). This document is effective as of January 25, 2016.

Resource(s)

Active DR K-12 Projects Related to Broadening Participation

Author/Presenter

CADRE

Year
2016
Short Description

Whether engaging students in place-based learning, designing/implementing more inclusive curricula or pedagogy, or helping teachers develop their capacity to teach increasingly diverse groups of learners, many DR K-12 projects seek to broaden participation within STEM fields in unique ways.