This interactive workshop introduces participants to teaching routines for use with a classroom network technology called Group Scribbles, which supports teachers’ invention of classroom assessment activities in Earth science.
Project Goals -Develop and field test a words-to-video images tool for analyzing selected features of science teaching. -Produce a Guide to Video Analysis of Science Teaching that includes a coding manual for the selected lesson features, a training guide for achieving inter-rater agreement, and a CD/DVD containing video segments for use as examples and for practice.
Project Goals -Develop and field test a words-to-video images tool for analyzing selected features of science teaching. -Produce a Guide to Video Analysis of Science Teaching that includes a coding manual for the selected lesson features, a training guide for achieving inter-rater agreement, and a CD/DVD containing video segments for use as examples and for practice.
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.
This paper reports on an NSF-funded project that examines vignette illustrations (VIs) as a form of testing accommodation for English language learners (ELLs)—students who are developing English as a second language yet they are tested in English, in major assessment programs in the U.S. VIs are pictorial supports intended to make the content
This paper describes Supporting Research, Service and Teaching in Mathematics Education, or STaR, is a program designed to support new faculty who have taken a tenure-track mathematics education position in a U.S. institution of higher education.
This paper describes Supporting Research, Service and Teaching in Mathematics Education, or STaR, is a program designed to support new faculty who have taken a tenure-track mathematics education position in a U.S. institution of higher education.
STEM ELL Publications
This list of ELL resources is a working document prepared by CADRE for the ELL Working Group. New resources will be added as they are identified. This list includes the citation and the article abstract. Please do not circulate or quote this list of resources. Sources are organized alphabetically by STEM Content area (Science, Technology, Engineering, and Math), and by the general education topic explored in the paper (assessment, curriculum, instruction, language, professional development, system/policy, technology, and writing).
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current mathematics education literature and the way it may be alternatively conceptualized.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to change the way mathematics is done and the way it is taught.
In this session, participants discuss knowledge synthesis in process regarding STEM teachers’ participation in professional learning communities: What have we learned and what are the implications for other NSF projects?
