DRK-12 Research and Products
Presentation | This NCTM 100 Days of Professional Learning webinar explores the cycle of inquiry and justification, conceptual obstacles, and strategies for overcoming these obstacles.
Publication | 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…
Product for Educators | A digital tool that offers compelling student middle grades math problems and provides students with assessment tools and a dynamic learning map.
Publication | Formative assessment is an important component of teaching as it enables teachers to foster student learning by uncovering, interpreting, and advancing student thinking. In this work, we sought to characterize how experienced chemistry teachers…
Product for Educators | "Evolution: DNA and the Unity of Life" is an eight-week, comprehensive curriculum unit that sharply illuminates the underlying role of genetics in evolution by maintaining a conceptual connection to DNA and heredity throughout.
Publication | This article introduces a new online curriculum module called “What will Earth look like in 500 million years?” Using two web-based tools, middle and high school students develop understandings of (1) how collective movements associated with a…
Publication | 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…
Publication | 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…
Publication | Students’ difficulties with contrapositive reasoning are well documented. Lack of intuition about contrapositive reasoning and lack of a meta-argument for the logical equivalence between a conditional claim and its contrapositive may contribute…
Publication | Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science.
Publication | This research focuses on ways in which balance scales mediate students’ relational understandings of the equal sign.
Publication | This Research in Science Education article focuses on characterizing classroom discourse in science.
Product for Educators | Transforming Engineering Education for Middle Schools (TEEMS) is a free engineering curriculum for gr. 6-8 learners with units on the engineering design process and materials and tools that connect engineering to NGSS science topics of…
Publication | The effective use of formative assessment (FA) has been demonstrated to confer positive impacts on student learning. To understand why and how FA works, it is necessary to characterize teachers’ FA practices, but because both teaching practice…
Publication | In this manuscript, we propose that educators’ perspectives may serve as an independent source of evidence that can be integrated with traditional evidence sources (e.g., cognitive interviews with students, psychometric data). This manuscript…
Publication | In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.
Publication | Students’ difficulties with argumentation, proving, and the role of counterexamples in proving are well documented. Students in this study experienced an intervention for improving their argumentation and proving practices. The…
Publication | 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…
Publication | 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.
Publication | 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.
Publication | 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…
Publication | 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…
Publication | Several recent studies have focused on helping students understand the limitations of empirical arguments (e.g., Stylianides, G. J. & Stylianides, A. J., 2009, Brown, 2014). One view is that students use empirical argumentation because they…
Publication | 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…
Publication | 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.