DRK-12 Research and Products
Publication | Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential…
Publication | In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers.
Publication | Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly…
Publication | Now more than ever, the world needs citizens comfortable with interdisciplinary problem- solving in Science, Technology, Engineering, and Mathematics (STEM) to address global environmental and health challenges, including extreme weather,…
Publication | Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S. middle-grades mathematics teachers’ interpretations of evidence of students’ perceptions of key aspects…
Publication | For the promotion of youth voice to be successful, out-of-school-time (OST) program facilitators and classroom teachers need a common understanding of what quality looks and sounds like and support for implementing higher-quality instructional…
Publication | This study advances understandings of formative assessment by introducing the Culturally and Linguistically Sustaining Formative Assessment (CLSA) framework, grounded in relational and embodied perspectives and culturally sustaining pedagogy.…
Publication | We explore how a professional development program enabled educators to stretch their ideas related to equitable participation in elementary mathematics classrooms, and their district's policy aimed at promoting equitable participation.
Publication | This chapter features intersections of art, literacy, and creative computing. As a component of STEAM, creative computing augments story creation, or storymaking (Buganza et al., 2023; Compton & Thompson, 2018), prompting learners to…
Publication | Teach mathematics and science using materials for the weather-focused Community Collaborative Rain, Hail, & Snow Network project.
Publication | This article portrays how citizen science (CS) projects can be integrated into elementary classrooms to enhance students’ sensemaking skills and connect to real-world science problems.
Publication | Large language models (LLMs) have demonstrated strong potential in performing automatic scoring for constructed response assessments. While constructed responses graded by humans are usually based on given grading rubrics, the methods by which…
Publication | The recent surge of artificial intelligence (AI) in science education has heightened interest among the NARST community—a curiosity about how technology can transform education that has lasted for decades. This growing interest is evidenced by…
Publication | This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated…
Publication | The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in society. In this article, we…
Publication | Prior research has explored innovative ways to introduce data science to young learners, emphasizing not only the development of data skills but also the connection of data science to students’ authentic inquiries and critical actions. Building…
Publication | The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of…
Publication | The Exploring Coasts and Coastal Change in Hawai‘i unit supports middle school haumana (students) in developing multi-perspective understanding and personal stances about coastal change in their community. The unit was collaboratively developed…
Publication | As educators, we recognize that commercially prepared curricula advertised as “NGSS aligned” do not necessarily emphasize student sensemaking. In this article, we describe our process of modifying such curricula by reflecting on previous…
Publication | Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific…
Publication | This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development…
Publication | This study practically addresses some key challenges teachers face in enacting reform-oriented science teaching and offers suggestions for how continued research regarding norms and uncertainty can continue to further science reform efforts.…
Publication | Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking in whole-class…
Publication | We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature, and report on how these tests are discussed in the literature, with a focus on validity…
Publication | In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing research that focuses…