In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
This session describes a suite of instruments for measuring implementation of instructional materials and ways those instruments have been adapted to other materials and interventions.
The significance of inquiry skills is widely acknowledged in science practice across many areas. Unlike experimentation, another form of inquiry skill, observational investigation has been much ignored in science education and thus science assessment. Drawing on reserach development in assessment design, this report provides a design pattern to help assessment designers create tasks assessing students' complex scientific reasoning skills in observational investigation. The design pattern lays out considerations regarding targeted knowledge and skills in this inquiry proces
The significance of inquiry skills is widely acknowledged in science practice across many areas. Carrying out experimental investigations is an indispensable element of scientific inquiry and, therefore, an important capability to assess.
This article examines a collaborative study group's discussions about “revoicing,” an idea from linguistics that has been identified as an important discourse strategy in the teaching of mathematics as well as other content areas. This group, made up of eight middle grades (grades 6–10) mathematics teacher-researchers (TRs), one university professor, and two graduate students in the United States, is involved in a longitudinal study with the purpose of better understanding how doing action research on their own classroom discourse impacts mathematics TRs' beliefs and classroom practices.
In 2010, the National Governor’s Association and the Council of Chief State School Officers published theCommon Core State Standards for Mathematics (CCSSM) and to date, 44 states, the District of Columbia,and the U.S. Virgin Islands have adopted the document. These content and practice standards, which specify what students are expected to understand and be able to do in K-12 mathematics, represent a significant departure from what mathematics is currently taught in most classrooms and how it is taught.
About this Playbook The Digital Textbook Playbook is a guide to help K-12 educators and administrators advance the conversation toward building a rich digital learning experience. This Playbook offers information about determining broadband infrastructure for schools and classrooms, leveraging home and community broadband to extend the digital learning environment, and understanding necessary device considerations. It also provides lessons learned from school districts that engaged in successful transitions to digital learning.
Zhang, Z., & Linn, M. C. (2011). Can Generating Representations Enhance Learning with Dynamic Visualizations? Journal of Research in Science Teaching, 48(10), 1177-1198.
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