Professional Development

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction

Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction.

Author/Presenter

Meng-Yang Matthew Wu

Ellen J. Yezierski

Lead Organization(s)
Year
2023
Short Description

Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand the nuances of socio-pedagogical norms for chemistry-specific settings, we investigate the conversational functions and the ways in which teacher–teacher feedback addresses macroscopic, symbolic, and particulate levels of representation within lessons they experienced as students.

Technology-Mediated Lesson Study: A Step-by-Step Guide

Purpose
The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

Author/Presenter

Michelle Hudson

Heather Leary

Max Longhurst

Joshua Stowers

Tracy Poulsen

Clara Smith

Rebecca L. Sansom

Lead Organization(s)
Year
2024
Short Description

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks

This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’ anticipations.

Author/Presenter

P. Holt Wilson

Allison McCulloch

F. Paul Wonsavage

Emily Hare

Lauren N. Baucom

Year
2024
Short Description

This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules.

Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study

Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers’ development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development programme centred around the Science Writing Heuristic (SWH) approach influences the development of these knowledge bases.

Author/Presenter

Qi Si

Jee K. Suh

Jale Ercan-Dursun

Brian Hand

Gavin W. Fulmer

Year
2024
Short Description

Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers’ development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on how a three-year professional development programme centred around the Science Writing Heuristic (SWH) approach influences the development of these knowledge bases.

An Exploratory Study of the Relation Between Teachers’ Implicit Theories and Teacher Noticing

Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes.

Author/Presenter

Meg S. Bates

Joseph R. Cimpian

Shereen Oca Beilstein

Cheryl Moran

Kate Curry

Victoria Jay

Genevieve M. Henricks

Michelle Perry

Year
2024
Short Description

Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes.

Teachers’ Use and Adaptation of a Model-based Climate Curriculum: A Three-Year Longitudinal Study

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.

Author/Presenter

Kimberly Carroll Steward

David Gosselin

Devarati Bhattacharya

Mark Chandler

Cory T. Forbes

Year
2024
Short Description

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.

Teachers’ Use and Adaptation of a Model-based Climate Curriculum: A Three-Year Longitudinal Study

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.

Author/Presenter

Kimberly Carroll Steward

David Gosselin

Devarati Bhattacharya

Mark Chandler

Cory T. Forbes

Year
2024
Short Description

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.