Standards

Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Author/Presenter

Glenn W. Ellis

Jeremiah Pina

Rebecca Mazur

Al Rudnitsky

Beth McGinnis-Cavanaugh

Isabel Huff

Sonia Ellis

Crystal M. Ford

Kate Lytton

Kaia Claire Cormier

Year
2020
Short Description

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.

Resource(s)

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents’ thinking. An intended outcome from this special issue is that readers may better understand think alouds and feel better equipped to use them in practical and research settings.

Author/Presenter

Jonathan David Bostic

Lead Organization(s)
Year
2021
Short Description

Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.

On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics.

Author/Presenter

Yasemin Copur-Gencturk

Erik Jacobson

Richard Rasiej

Year
2021
Short Description

This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.

The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum

Author/Presenter

Jeffrey Choppin

Amy Roth McDuffie

Corey Drake

Jon Davis

Lead Organization(s)
Year
2020
Short Description

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments

Conventional assessment analysis of student results, referred to as rubric‐based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance.

Author/Presenter

Lourdes Cardozo‐Gaibisso

Seohyun Kim

Cory Buxton

Allan Cohen

Year
2019
Short Description

Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses.

Next Generation Sheltered Instruction to Support English Learners in Secondary Science Classrooms

Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.

Author/Presenter

Cory Buxton

Linda Caswell

Lead Organization(s)
Year
2020
Short Description

Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.

Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement

Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement. Paper presented at the Society for Research on Child Development conference [SRCD], Balitmore, MD. March 2019.

Author/Presenter

Susanna Hapgood

Peter Paprzycki

Charlene M. Czerniak

Lead Organization(s)
Year
2020
Short Description

Paper presented at the Society for Research on Child Development Conference.

Resource(s)

Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics

Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics. Paper presented at the Global Conference on Education and Research [GLOCER], Sarasota, FL. May 2019.

Author/Presenter

Charlene M. Czerniak

Peter Paprzycki

Susanna Hapgood

Joan N. Kaderavek

Lead Organization(s)
Year
2019
Short Description

Paper presented at the Global Conference on Education and Research.

Resource(s)

Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement

Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement. Paper presented at the European Science Education Research Association [ESERA], Bologna, Italy. August 2019.

Author/Presenter

Charlene M. Czerniak

Joan N. Kaderavek

Peter Paprzycki

Susanna Hapgood

Gale Mentzer

Scott Molitor

Robert Mendenhall

Lead Organization(s)
Year
2019
Short Description

Paper presented at the European Science Education Research Association.

Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards

Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards. A poster to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.

Author/Presenter

Susanna Hapgood

Jeanna Heuring

Grant Wilson

Charlene M. Czerniak

Lead Organization(s)
Year
2020
Short Description

A poster to be presented at the Association of Science Teacher Educators International Conference.