DRK-12 Research and Products
Publication | 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.
Publication | 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.
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.
Product for Educators | The LEAP program is the first early algebra curriculum for students in grades 3-5. The program includes 18-20 one-hour lessons at each grade level and teacher support and assessment. Professional development is also…
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 | 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 | 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.
Publication | Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.
Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities
Publication | In this paper, authors analyze a PD design, examining its activities and the sequencing of professional learning tasks.
Product for Educators | In response to the COVID-19 pandemic school closures, the VAM project compiled example strategies, tasks, and apps for supporting students who are English learners (ELs) in mathematics, with information about how to adapt these…
Publication | 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…
Tool | What kinds of questions should guide investigations of matter? The Questions to Investigate task is intended to elicit preservice teachers’ content knowledge for teaching (CKT) related to asking questions to frame investigations of changes in matter.…
Publication | 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,…
Publication | This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions…
Publication | 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…
Publication | 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.
Publication | 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…
Publication | 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.
Tool | This resource focuses on engaging learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.
Tool | The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student…
Publication | 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…
Publication | The purpose of this study was to describe how families utilize science activity packs at home.
Publication | 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.
Product for Educators | The Deep Structure Modeling (DSM) project addresses the pressing need to more effectively organize science teaching and learning around “big ideas” that run through disciplines. Big ideas are important tools for learning because they…
Tool | A guide for how to use Histories of Place in planning and instruction.