Kalani Craig, Joshua Danish, Megan Humburg (2020-21 CADRE Fellow), Cindy Hmelo-Silver, Maksymilian Szostalo, and Ann McCranie published this article in the International Journal of Computer-Supported Collaborative Learning.
Jessica H. Hunt (CAREER Awardee) published this Journal of Mathematics Teacher Education article with co-authors Kristi Martin, Blain Patterson, and Andy Khounmeuang.
Jennifer Schellinger (2019-20 CADRE Fellow), Lama Z. Jaber (CAREER Awardee), and Sherry A. Southerland published this article in the Journal of Research in Science Teaching.
Meghan Shaughnessy, Nicole M. Garcia, Michaela Krug O’Neill, Sarah Kate Selling, Amber T. Willis (2021 CADRE Postdoc), Charles E. Wilkes II, Sabrina Bobsin Salazar, and Deborah Loewenberg Ball published this article in Educational Studies in Mathematics.
Terrell R. Morton (2018 CADRE Postdoc) recently published this Science Education article.
Kathleen Schenkel (2016-17 CADRE Fellow) recently published this Science & Children article with co-authors Angela Calabrese Barton, Chelsey Wiersma, Olivia Eiden, Edna Tan, and Scott Calabrese Barton.
This working conference brought together 34 science and mathematics teacher educators from 25 institutions across 17 states and territories. Our purpose was to collaboratively build knowledge about utilizing lesson study as a mechanism to support pre-service teacher learning. We discussed essential features of lesson study, design features of teacher education programs that enhance or inhibit lesson study practice, and the implications of lesson study for partnership with schools and colleagues.
This is an NSF-funded collaborative Early-Stage Design and Development project of the Educational Testing Service and Western Washington University. Our focus is on developing assessment measures and instructional materials related to content knowledge for teaching (CKT) about matter and its interactions. In this poster, we'll share development work on educative curriculum materials for teacher educators that have been designed to support the development of pre-service elementary teachers' CKT.
Co-PI(s): Emily Borda and Dan Hanley, Western Washington University
