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Presentation on ViSTA at the 2017 NARST conference in San Antonio, Texas. The ViSTA Plus project is a multi-year preservice teacher education program for elementary teachers that spans the methods course, student teaching…
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This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. This chapter focuses on the design of…
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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…
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An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice. Efforts toward improving K-12 science education emphasize teachers noticing…
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Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. In this chapter we discuss some of the affordances and…
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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. We report on the use of…
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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.…
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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…
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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…
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In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. Graph technologies are now widely available in K-12…
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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…
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A workshop to be presented at the Association of Science Teacher Educators International Conference. Hapgood, S., Wilson, G., Heuring, J. & Czerniak, C. M. (Accepted for January 2020). 3DLA: Three…
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A poster to be presented at the Association of Science Teacher Educators International Conference. Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood…
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Paper presented at the European Science Education Research Association. Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal…
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Paper presented at the Global Conference on Education and Research. Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on…
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Paper presented at the Society for Research on Child Development Conference. Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional…
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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…
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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…
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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…
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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.…
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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. We…
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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…
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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?…
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This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. This article elaborates a…
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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…
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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-…
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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 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…
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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…
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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-…
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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…
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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…
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In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
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Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in…
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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…
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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…
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School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal…
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This review synthesized insights from 27 NSF-funded projects, totaling $62 million, that studied pedagogical content knowledge (PCK) in STEM education from prekindergarten (PreK) to Grade 12, split roughly equally across…
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Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the…
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COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already…
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Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning,…
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We use an online Content Knowledge for Teaching (CKT) assessment that measures PSTs’ CKT in one science area: matter and its interactions. In this study, we analyzed process data from administering the online CKT matter…
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In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was…
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This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We…
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The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI…
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It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought…
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This article presents a vision for 2025 to implement low cost and effective extended reality (XR) technologies to supplement teacher education field experiences, regardless of if and when another global or local crisis…
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Immersive 360 videos are increasingly being used in pre-service teachers (PST) education. There is preliminary evidence that this technology may benefit future educators’ focus and attention to classroom settings and…
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Teachers’ professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students’ mathematical procedures and conceptual reasoning. Such a shift is described as a transition…
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This position paper advocates supporting CS teacher professional learning by supplementing existing curriculum-specific teacher PD with standards-aligned PD that focuses on teachers' conceptual understanding of CS…