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Resource | How Facilitating K–12 Professional Development Shapes Science Faculty's Instructional Change
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty…
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty…
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Resource | Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high‐quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person‐centered approach by applying latent profile analysis to examine how…
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high‐quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person‐centered approach by applying latent profile analysis to examine how…
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Resource | Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching
Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.
Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.
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Resource | Disciplinary Literacy in STEM: A Functional Approach
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the…
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the…
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Resource | Teaching Science in Rural Elementary Schools: Affordances and Constraints in the Age of NGSS
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to…
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to…
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Resource | Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses…
Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses…
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Resource | Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses…
Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses…
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Resource | Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses…
Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses…
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Resource | Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student…
Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student…
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Resource | Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student…
Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student…
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Resource | Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student…
Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student…
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Resource | Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking
We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom…
We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom…
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Resource | Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking
We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom…
We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom…
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Resource | Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking
We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom…
We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom…
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Resource | Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
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Resource | Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
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Resource | Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were…
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Resource | Articulating the Student Mathematics in Student Contributions
We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires…
We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires…
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Resource | Articulating the Student Mathematics in Student Contributions
We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires…
We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires…
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Resource | Articulating the Student Mathematics in Student Contributions
We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires…
We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires…
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Resource | Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses…
Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses…
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Resource | Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence…
High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence…
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Resource | Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing…
Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing…
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Resource | Preparing Paraeducators for the Teacher Pipeline: Building Confidence Through Professional Development in Mathematics
The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership. Providing paras with professional learning opportunities can open pathways to teaching positions, giving them the potential to diversify the teaching pool and address teacher…
The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership. Providing paras with professional learning opportunities can open pathways to teaching positions, giving them the potential to diversify the teaching pool and address teacher…
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Resource | 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…
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…
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Resource | Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds
Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1…
Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1…
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Resource | Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds
Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1…
Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1…
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Resource | “Teaching Them How to Fish”: Learning to Learn and Teach Responsively
The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This…
The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This…
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Resource | Situating Presence Within Extended Reality for Teacher Training: Validation of the eXtended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in…
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in…
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Resource | Effect and Influence of Ambisonic Audio in Viewing 360 Video
Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with…
Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with…
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