Reading List: Recent DRK-12 Project Publications

This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive mathematical discussions, in particular emergent multilingual learners.

In this paper, authors analyze a PD design, examining its activities and the sequencing of professional learning tasks.

In this chapter, authors use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development.

Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the physical sciences during their first three years.

Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science.

This exploratory study aimed to (1) identify the  barriers to moving STEM enrichment programming in a rural environment from in-person to virtual activities during the COVID-19 pandemic, (2) describe key decisions that were made in transitioning to the virtual format along with the rationale behind those decisions, and (3) disseminate best practices that emerged from the inaugural effort.

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching.

Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, authors examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.

Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific argumentation. The present study seeks to fill this gap by exploring how a group of university science education students negotiated when evaluating the relationship between lines of evidence and alternative explanatory models of a phenomena (i.e., climate change).

This study explores design strategies used by experienced designers in Energy3D, a computer-aided design (CAD) simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed.

The study reported in this article examined the ways in which new mathematics learning influences students’ prior ways of reasoning. Authors conceptualize this kind of influence as a form of transfer of learning called backward transfer. The focus of the study was on students’ covariational reasoning about linear functions before and after they participated in a multi-lesson instructional unit on quadratic functions.

This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers’ early algebra lessons in the U.S.

This study examines how sampled Chinese and U.S. third and fourth grade students (NChina=167,NUS=97) understand the commutative, associative, and distributive properties.

Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions.

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project.

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.

The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching. This study of two groups of sites over one year examines fidelity to the program as a model for systematically providing these opportunities, and the extent to which teacher participants experienced immersion, community, and connection in their collaborative work with the course facilitator and their local and distant colleagues.

In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying.

Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight.

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.

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.

This qualitative study examines the processes by which science faculty reshape their pedagogical practices through facilitating professional development for K–12 teachers, and how individual characteristics, social interactions, and organizational contexts influence their choices.

This study takes a person‐centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self‐efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school.

Conference proceedings from the 2019 Science Education at the Crossroads Conference.

This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom.

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 elementary science instruction in high-need rural schools.

This study investigated teachers’ responses to a common set of instances of student mathematical thinking (SMT) with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

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 attended to. We argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking.

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.

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 are examined.

This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates high school chemistry teachers’ interpretations of student responses to formative assessment items by identifying patterns in what teachers notice.

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 discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity

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 shortages.

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.

This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.

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 paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.

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. The purpose of this study was to respond to this gap by comparing the outcomes of watching 360 video with either monophonic or ambisonic audio.

This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education.

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding.

Describes development and pilot testing of a 3-dimensional, phenomenon-based unit that integrates evolution and heredity. The 8-week unit is designed for introductory-level high school biology courses. Results from a national pilot test with 944 grade nine and ten students in 16 teachers' classrooms show statistically significant gains with large effect sizes from pretest to posttest in students' conceptual understanding of evolution and heredity. Students also gained sill in identifying claims, evidence and reasoning in scientific arguments.

Describes a scaffolded claims-evidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity.

Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period.

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years.

This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. The results document that without providing any intentional support for PSTs’ noticing skills, PSTs are more deliberate to focus on mathematically significant aspects of student thinking while analyzing written artifacts of student work compared to video-records.

This study evaluated a portion of our learning trajectory, focusing on the instructional component. We found that the instruction was successful in promoting a progression from one level to the next for 40% of the children, with others developing positive new behaviors (but not sufficient to progress to a new level).

This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.

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.

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools.

This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.

This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms.

This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.

The purpose of this qualitative study was to examine elementary teachers' pedagogical reasoning in an online graduate program. Authors asked: What stances do teachers take toward learning and teaching engineering design? How do these stances shift over the course of the program?

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.

The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning.

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

This article describes the general and engineering mindsets of students in fifth‐grade U.S. classrooms (ages 10 and 11) who received engineering instruction. It explores how general mindsets may predict engineering learning outcomes and how engineering mindsets may be predicted by general mindset and other variables.

The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects.

This article examines the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions.

This Research in Science Education article focuses on characterizing classroom discourse in science.

This research focuses on ways in which balance scales mediate students’ relational understandings of the equal sign.

The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning - the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective.

This article discusses the implementation of innovative teaching approaches in mathematics.

This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual understanding and problem-solving skills around the areas of measurement and data analysis.

The production of the first-grade Precision Mathematics intervention was grounded in the Curriculum Research Framework (CRF), which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that teachers and students can feasibly implement the first-grade Precision Mathematics intervention in authentic education settings. Challenges faced in developing technology-based mathematics interventions are discussed.

Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent.

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform.

In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities.

This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings.

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

This Science Scope article discusses how to foster critical-thinking skills in middle school science.

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

This article describes opportunities for primary and secondary ecology education in formal and informal settings.

This article describes the 4‐Dimensional Ecology Education (4DEE) framework. Developed by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology.

In this paper, authors present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College

In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience.

In this article, we describe an example of differentiating instruction (DI) involving middle school students from a five-year project funded by the National Science Foundation.

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations.

This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework.

This column provides ideas and techniques to enhance your science teaching.

In the article, the authors locate how mathematics instruction may actively respond to the influence of the discipline of mathematics and exemplify how obligations to other stakeholders may participate in the practical rationality of mathematics teaching as those influences are incorporated into instruction.

In this paper we describe a qualitative study in which we examine individual student engagement during implementation of an instructional scaffold for critical evaluation of scientific models during Earth and space science lessons. We coded dialogic interactions of one student group in a sixth grade science classroom across three observations, wherein we analyzed the trajectory of engagement for a single student - Ray (a pseudonym), within the co-constructed learning of the group. The first of these observations involved implementation of a preconstructed scaffold, called the Model-Evidence Link (MEL) diagram, on the topic of hydraulic fracturing (fracking). With the MEL, students use evidence to compare a scientific model to an alternative model. In the second two observations, students used a more agentic variation of the activity called the build-a-MEL, to study the topics of fossils and freshwater resources respectively. After three observations, we transcribed and coded each interaction of students in the group. We then categorized and identified emerging patterns of Ray’s discourse and interactions with group members by using both a priori engagement codes and open coding. This paper was prepared for the 2020 AERA Annual Meeting. 

Strategies and strategic processing within science education are designed to help students learn not only what scientists have come to understand about the world but also how they learn it. Although many domain-general strategies can be implemented in science classrooms, some strategies are either specific to science or are encouraged within science. Historically, concept development and conceptual change approaches and empirical investigations dominated science’s strategies and strategic processing. More recently, argumentation, science as modeling, and the incorporation of socio-scientific topics dominate the strategies and strategic processing within science teaching and learning. Challenges to more widespread use of these approaches include lack of teacher experience and pedagogical knowledge around the strategies, as well as time and curricular limitations. Teacher education and professional development programs should seek to explicitly implement contemporary science strategy interventions to improve upon their use in K-12 classrooms and other learning environments. Doing so effectively will require well-researched and validated instructional scaffolds to facilitate the teaching and use of contemporary science learning strategies. This paper was prepared for the 2020 AERA Annual Meeting.

This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video.

This chapter describes curricula that use WorldWide Telescope in teaching key topics in Astro 101 and K–12 science, including parallax, Hubble’s Law and large-scale structure in the universe, seasons, Moon phases and eclipses, and life in the universe.

In this article, authors propose a framework that centers the investigation as a key locus for constructing alignments among phenomena, data, and explanatory models and makes visible the work that scientists engage in as they develop and stabilize alignments.

This article investigates whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions.

In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.

This study is a case of using second-order models of students’ mathematical thinking to differentiate instruction, and it reveals that inquiring into research-based knowledge and inquiring responsively into students’ thinking are at the heart of differentiating mathematics instruction.

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.

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.

In this study, analyzing lesson plans using the rubrics provided opportunities for suggestions and feedback for improvement to developers and it informs the development of new lessons by the project team.

This paper describes how the design canvas of Kline et al. was adopted and implemented in our workshop and investigates its benefits.

This paper analyzes teaching practices that successfully integrate robotics in middle school science and math classrooms.

This paper describes a program to engage teachers to learn about mechatronics, robotics, and Next Generation Science Standards (NGSS) through hands-on activities and collaborative research.

This paper will describe the process and result of developing a LEGO robotics, NGSS, and 5E aligned middle school curriculum during a three-week summer PD program for teachers who teach urban students-of-color.

This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes.

Drawing upon a social practice theory analytical lens with a focus on power and using critical participatory ethnography methods, this study investigated the ways middle school students restructured power hierarchies as they worked to complete the design challenge of making their classroom community more sustainable, and how power hierarchy restructuring impacted students' opportunities to enact critical science agency (CSA).

In this paper, authors focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding.

In this report, authors describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts.

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment.

In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts.

This article describes online video coaching model used with middle-grades, rural mathematics teachers.

Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.

In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking.

The purpose of this study was to describe how families utilize science activity packs at home.

In this editorial, authors discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.

Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.

The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.

Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement.

Drawing on a situated perspective on learning, authors analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors.

This article looks at the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education. In a mixed methods study, authors investigate the forms of participation that took place and the benefits that accrued to those who presented.

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, authors explore how teachers prepared for and adapted to this reform over a three-year period.

In this study, authors examined middle-school students’ naturally occurring design conversations in small design teams and their learning of science as a result of engaging in an engineering and science unit.

In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

In this paper, authors describe the design and implementation of Getting Unstuck, a 21-day, email-based learning experience for K-12 teachers interested in developing greater familiarity and fluency with Scratch.

This manuscript focuses on longitudinal research with four primary inservice teachers’ learning and engagement in model-based teaching about water over three years, investigating teachers conceptualizations and practice modelling water related phenomena over time. Findings from the study indicate while each teacher had individual trajectories in conceptualising and enacting scientific modelling in the classroom, we observed unique approaches within teachers.

This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.

This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

In this article, authors explore a variety of types of responsive teaching and elaborate a specific type of responsive teaching—epistemologically responsive science teaching.

This case study investigates U.S. eighth-grade (age 13) mathematics students’ conceptions about the validity of a direct argument after the students received instruction on the eliminating counterexamples (ECE) framework.

This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.

This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

This article reports an efficacy study of an elementary engineering curriculum, Engineering is Elementary, that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students.

This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

In this article, authors explain how 114 years of Hawaiian-language newspapers starting in 1834 extend our knowledge of natural disasters into the nineteenth century and to precontact times.

In this Journal of Science Teacher Education article, Jarod Kawasaki and William Sandoval report on one teachers’ efforts to re-design an entire instructional unit as a coherent storyline about forces and motion as a part of a multiyear professional development project around the NGSS.

This article discusses supporting inquiry in an online learning environment.

The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.

This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

In this article, authors present a comparative case study examining the epistemological framing dynamics of two novice urban teachers and argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students.

This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.

Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.

In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge.

Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding.

Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.

In this article, authors demonstrate that line following via multimodal feedback is possible on touchscreens and present guidelines for the presentation of such non-visual graphical concepts.

Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.

The purpose of the current study was to explore different ways for teachers to engage in Professional learning experiences (PLEs) and how these approaches might enable the field to scale up these efforts in a sustainable manner.

Authors describe a complementary way of studying the connections between different aspects of noticing, one that stresses the content of teachers noticing. They report on a study in which participants were shown depictions of students reacting to the launch of a complex task. Participants then chose among a variety of possible interpretations and teacher responses.

The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11).

In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.

This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms.

In this article, authors argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking.

Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been criticized as being difficult for stakeholders to use and interpret, thereby impacting the overall usefulness of the EGMA for informing decisions. We examine the psychometric properties including the reliability and distinctiveness of the results and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.

In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.

Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.

Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.

Authors describe an alternative model of online math videos that feature unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.

Authors discuss student dimensions of expertise when engaged in modeling and simulation practices and describe how students used their cognitive and metacognitive knowledge to approach a computational challenge.

The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

This article describes the effect of simulation-enabled Learning by Design learning experiences on student-generated heuristics that can lead to solutions to problems.

This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.

This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.

This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.

This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention called ScratchJr.

Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based research project focused on the development, implementation, revision, and testing of an enhanced, model‐centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms.

In this article, authors describe how we engaged grade 3–5 students in an engineering design activity supported with relevant reading, writing, and talking tasks embedded within the engineering design activity.

The purpose of this study is to explore to what extent supporting elementary teachers’ PCK about teaching engineering would improve their beliefs that students’ engineering learning can be influenced by effective engineering instruction.

This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.

In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.

This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.

A school-wide and multi-contextual perspective on student engagement in school.

Preschoolers investigate force and motion with a digital journal.

Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.

An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.

This paper explores the CAT Capability Flow, which begins to describe the processes and sub-skills and capabilities involve in computational algorithmic thinking (CAT). To do this, authors engage in an approach which results in an initial flowchart that depicts the processes students are engaging in as an iteratively-refined articulation of the steps involved in computational algorithmic thinking.

In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.

Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. Implications for educational leaders at local educational agencies are discussed.

Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.

In this article, the authors outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children.

The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.

Features approaches for leveraging PCK research in STEM learning across formal and informal settings.

Authors discuss insights from research on K-16 climate education.

Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.

The present paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels (erroneous, descriptive, relational, and critical), along with measures of plausibility reappraisal and knowledge.

The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible.

The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development.

In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.

This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.

This article describes a tool to build, ensure, and solidify students’ understanding of quantitative relationships.

This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms.

This article explores how students’ integer value comparisons differed based on question phrasing (which temperature is hottest, most hot, least hot, coldest, most cold, least cold) and on numbers presented (positive, negative, mixed) within the context of temperature.

This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Authors use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation.

Authors investigate in-service teachers’ scientific engagement in a blended online science inquiry course. A key implication of this study is the importance of instructional attention to epistemology and affect to create online learning environments that promote productive framings of scientific inquiry.

This study utilized the methodology of Improvement Science “Plan, Do Study, Act” cycles in order to design a Three-Dimensional Mapping Tool (3D Map) as a visual scaffold for use in science teaching methods courses to support preservice teachers in unpacking the components of NGSS and to promote discourse related to the three-dimensionality of planning instruction.

The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.

Using existing literature, authors create a hypothetical framework of cognitive processes associated with studying informal best fit lines and refine the framework using data from a cycle of design-based research about building students’ understanding of covariation.

In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom.

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum.

Project Accelerate is a partnership program between Boston University (BU) and the nation’s high schools combining the supportive infrastructures from the students’ traditional school with a highly interactive private edX online instructional tool to bring a College Board accredited AP Physics 1 course to schools not offering this opportunity. During the 2015-16 academic year, Boston University piloted this model with four Boston Public School (BPS) high schools and three small suburban high schools. During the first year of the pilot, students enrolled in Project Accelerate outperformed their peer groups enrolled in traditional AP Physics 1 classrooms.

In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work.

This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials

The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?

This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.

This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.

The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion.

The purpose of this paper is to report results of a systematic cross-case analysis exploring the extent of engineering learning opportunities in five exemplar Inclusive STEM High Schools (ISHSs).

The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks.

The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices as well as their conceptual understanding and scientific argumentation. Findings revealed treatment teachers’ and students’ discourse practices better reflected critical‐analytic thinking and argumentation at posttest relative to comparison classrooms.

In this study, we examine the short-term and long-term effects of interactive visualizations in improving linguistically diverse eighth-grade students’ understanding of properties of matter and chemical reactions during inquiry instruction.

This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts and their relationships), and the hypothesizing and reasoning process involved in exploring a problem, to support inquiry learning.

In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift.

In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK through a lesson plan task, the Content Representation tool, and interviews and then adapted and tested a scoring rubric to facilitate comparison of teachers’ PCK.

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated.

In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.

This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload.

Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove.

This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.

This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a Framework for K–12 Science Education, while also creating contextualized spaces for language and literacy development targeted to English learners (ELs), but also supportive of “mainstream” students.

This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?

This column provides how-to strategies and practical advice for the science teacher.

This column describes creating a classroom culture for engineering.

This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning.

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs’ learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

This paper seeks to provide a resource for prospective DRK-12 awardees by identifying some of the theories that current and recent DRK-12 awardees are using in their research on broadening participation.

This brief draws on research supported by the National Science Foundation to highlight important considerations for educators and others who design and provide STEM educational experiences for young children.

Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena. This paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels, along with measures of plausibility reappraisal and knowledge.

In the growing field of K-12 engineering education, there is limited research that highlights the experiences of youth from historically marginalized communities within engineering learning environments. This study offers insights into the ways in which two groups of elementary school students constructed approaches for participating in the engineering design practice of collaborative reflective decision-making. Findings suggest that students conceptualized urban, engineering learning environments as spaces for risk management. This notion of managing risks informed their participation in collaborative decision-making, and the ways in which they viewed themselves as doers of engineering. Implications for this study include the continued need for the development of methodologies and frameworks that provide opportunities to uncover these potential risks, and design supports for student participation in engineering design practices.

The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of “apps for learning” yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a design framework that involves researchers and developers in a co-development process to create apps based on research and evidence. Our framework centers around a learning blueprint which is intended to serve as a “boundary object.” This boundary object facilitates a design process that allows the design team to focus on both children’s engagement and learning. Here we describe the challenges that our project team encountered and our approaches to overcome those challenges on the Next Generation Preschool Math (NGPM) project, a development and research effort devoted to creating a supplemental preschool math curriculum supplement with integrated digital apps.

This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. It highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science.

This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC. T

This resource provides access to a classroom video of a lesson from the project's middle school ecosystems unit, and the related student scaffold and scoring rubric.

Building on the work of teacher noticing, this study investigated teachers’ noticing of students’ thinking evident in artifacts from their science teaching context.

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge.

This article focused on equitable mathematics instruction for U.S. and Korean preservice teachers.

This article focuses on problem-based lessons in teacher professional development.

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.

This conference paper explains how EarSketch affects student persistence.

In this article, authors evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.

This chapter examines what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers of mathematics.

Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.

This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills.

In this article, students use data and models to make a difference in their own school yard.

This article describes a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines.

In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality.

The CADRE Early Career Guide offers advice from experienced DR K-12 awardees on becoming a successful researcher in the field of STEM education. The guide also profiles a support program, the CADRE Fellows, for doctoral students in STEM education research.