Search
Levels of Participatory Conceptions of Fractional Quantity Along a Purposefully Sequenced Series of Equal Sharing Tasks: Stu's Trajectory
Resource
Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research…
Resource
In this article, authors introduce the design of a science teaching video club and present a study of its implementation.
Science education stakeholders worldwide are engaged in efforts to support…
Resource
The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Anticipating and responding to learner variability can make…
Resource
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…
Resource
This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment…
Resource
This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.
Cognitive differences have historically led to deficit…
Resource
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.…
Resource
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…
“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
Resource
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…
Resource
This article discusses the implementation of innovative teaching approaches in mathematics.
Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching…
Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing
Resource
This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.
In this article, we report on the development of a novel…
Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
Resource
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…
Resource
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…
Resource
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,…
Resource
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' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Resource
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…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
Resource
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…
Resource
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…
Resource
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…
Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms
Resource
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-…
Resource
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…
Resource
Urban Title I schools need teachers who recognize and can help address challenges with broadening participation in science and inequities in access to quality science instruction found in elementary schools. The paper…
Bridging Science Teaching and Learning in Title 1 Schools Poster (2021 NARST Annual International Conference)
Resource
This poster describes the work of the Bridging Science Teaching and Learning in Title 1 Schools project. Historically, the public education community has struggled with providing all children withequitable access to…
Resource
Socially relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
Resource
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…
Secondary Mathematics Teachers’ Use of Students’ Incorrect Answers in Supporting Collective Argumentation
Resource
This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation.
This study illustrates how two…
Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering
Resource
We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’…
Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate
Resource
In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth…
Resource
The rapid and unexpected nature of the move to online instruction has meant that the content presented to students has been primarily static and linear. Thus, there is a need for creative pedagogical approaches that re-…
Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts
Resource
In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work…
Resource
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,…
Resource
This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas.…
Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
Resource
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…
Resource
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…
Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
Resource
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting…
Mathematics and Science Teacher Educators' Use of Representations of Practice: A Mixed Methods Study
Resource
This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and…
Resource
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering…
Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
Resource
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been…
Resource
Recent circumstances due to the COVID-19 pandemic and restrictions on entering public schools have created barriers for prospective teachers (PT) to gain valuable exposure to real classrooms. As a result, we have…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Resource
Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
Resource
Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
Comparing How College Mathematics Instructors and High-School Teachers Recognize Professional Obligations of Mathematics Teaching when Making Instructional Decisions
Resource
This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or…
Resource
Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’…
Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning
Resource
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths…
Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
Resource
Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal…
Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
Resource
This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
Resource
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
Resource
We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
Resource
This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary…
Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
Resource
Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies…