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Development and Pilot Testing of a Three-Dimensional, Phenomenon-based Unit that Integrates Evolution and Heredity
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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…
Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
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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…
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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.
Learning goals…
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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…
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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.…
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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…
Situating Presence Within Extended Reality for Teacher Training: Validation of the eXtended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video
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The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.
The use of video is…
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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…
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This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.
Response process validity evidence…
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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.…
Preparing Paraeducators for the Teacher Pipeline: Building Confidence Through Professional Development in Mathematics
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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.…
Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
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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…
Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
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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…
Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
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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…
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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…
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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,…
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We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related…
Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
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The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.
Using student mathematical thinking during…
Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
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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…
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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’…
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This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom.
This study explores disciplinary literacy instruction integrated within an…
Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching
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Conference proceedings from the 2019 Science Education at the Crossroads Conference.
Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional…
Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
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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…
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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…
Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment
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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…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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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.
This paper examines…
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The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012…
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The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your…
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"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…
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The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components: plan, launch, facilitate productive struggle, make student thinking visible, connect to the…
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The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional…
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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…
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How can we align activities with instructional goals to support student understanding of matter and materials? The Building a Tower Task is intended to elicit preservice teachers’ CKT about descriptions and appropriate…
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What investigations can help students best understand conservation of matter? The Investigating Matter tasks are intended to elicit preservice teachers’ CKT related to the conservation of matter.
What…
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What is a scientific explanation and how can we support students in explaining changes in matter? The Fizzy Antacid task is intended to elicit and develop preservice teachers’ CKT related to students’ scientific…
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What does it mean to help students develop a small particle model of matter? The Mystery Bubble task is intended to elicit preservice teachers’ CKT related to students’ ideas about the small particle model (SPM) for matter…
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What ideas do students have about small particles of matter? The Two Cups of Liquid task is intended to elicit preservice teachers’ CKT related to students’ ideas about the small particle model (SPM) for matter…
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The CHALK tool is a progressive web application that guides educators to improve instructional quality in early education settings. CHALK provides targeted observation tools that allow instructional coaches to easily track…
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Includes eight separate lesson plans to help integrate the primary literature into the classroom.
Includes eight separate lesson plans to help integrate the primary literature into the classroom…
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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…
Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying
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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…
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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…
Competencies and Behaviors Observed When Students Solve Geometry Proof Problems: An Interview Study with Smartpen Technology
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This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.
This peer-reviewed research journal publication addresses…
It’s Virtually Possible: Rethinking Preservice Teachers’ Field Experiences in the Age of COVID-19 and Beyond
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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-…
“Zooming In” on Robotics during COVID-19: A Preservice Teacher, an Engineering Student, and a 5th Grader Engineer Robotic Flowers via Zoom
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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…
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On May 12, 2021, representatives from NSF's Division of Information Systems presented an overview of the Research.gov Proposal Submission System and the latest enhancements, including a demo site to explore the system…
Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms
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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-…
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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.
This study examines how sampled…
Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations
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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…
Backward Transfer Influences from Quadratic Functions Instruction on Students’ Prior Ways of Covariational Reasoning about Linear Functions
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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…