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Characterizing Mathematics Teacher Learning Patterns Through Collegial Conversation in a Community of Practice
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We examined secondary (6-12) mathematics teachers’ participation in a professional development (PD) model where they collectively investigated video cases of students engaging with ambitious instructional materials. We…
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Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning…
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Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. Using phenomena and summary writing together might help student learning since it requires making connections…
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Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of…
How Do On-Site Teacher Educators Approach Professional Development? A Study of Insider/Outsider Hybridity
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In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be…
Unpacking Teachers’ Orientations Toward a Knowledge Generation Approach: Do We Need to Go Beyond Epistemology?
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This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following…
Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction
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This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In…
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In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. The authors describe effective practices for engaging all students with data…
Thinking Critically, Coding Creatively: Elevating Social Studies Through Inquiry-based Learning and Computer Science Integration
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Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students.
Weaving computer…
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In this study, we examine the results of high school teacher implementation of the VisChem Approach in four classrooms following an intensive professional development program.
Most chemistry instruction…
Beyond Convenience: A Case and Method for Purposive Sampling in Chemistry Teacher Professional Development Research
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In this report, we present a novel solution to the problem of multiple-criterion-focused selection of research and PD participants when the number of applicants to participate outnumbers the availability of resources…
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Repository of project simulation tasks and data.
Repository of project simulation tasks and data.
Mathematics
Science
Classroom Practice…
The Schoolyard SITES Curriculum Workbook: A Design Process for Engaging Students in Citizen Science in Their Schoolyard
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Schoolyard SITES Curriculum Workbook includes a narrative description of the SITES professional development program and the Project Planning Guide.
Schoolyard SITES Curriculum Workbook includes a…
Examining Interactions Between Dominant Discourses and Engineering Educational Concepts in Teachers' Pedagogical Reasoning
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Drawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—…
“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEM
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Teachers can play critical roles in challenging or reinscribing dominant narratives about what counts as STEM, who is seen within STEM disciplines, and how these disciplines should be taught. However, teachers have often…
Schoolyard SITES: School-Community Partnership to Learn About Teaching Locally-Relevant Citizen Science
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Our research study examines the community-based partnership PD model and its impact on school teachers’ self-efficacy and their success in engaging students in the NGSS science practices through citizen science projects…
Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
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Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in…
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Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,…
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Mathematics education research tends to center on what Mathematics Teacher Educators-Researchers (MTERs) work on or the people (teachers and students) they work with. Rarely, research in mathematics education focuses…
Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
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Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a…
Investigating the Complexity in Elementary Teachers’ Noticing of Children’s Mathematical Thinking in Written Work
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This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the…
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This site offers professional learning materials for teachers, including a Responsive Mathematics Teaching Toolkit and Lesson Planning and Analyzing Tools.
This site offers professional learning…
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This library contains lessons and tools designed for preservice teachers that focus on argumentation, or quality talk, in high school science.
This library contains lessons and tools designed for…
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This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one…
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This collection of Responsive Math Teaching (RMT) professional learning resources includes the RMT model, planning and coaching protocol, lesson plan templates, and frameworks for discussing learner thinking and…
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The Spiral Notebook app is a digital portfolio tool that enables teachers to efficiently capture multiple representations of classroom practice via documents, images, and videos, and organize, share, and discuss evidence…
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This series includes lessons and professional development video sessions focused on: multilingual learning strategies for STEM, culturally responsive strategies for STEM, knowledge building strategies for STEM, semantic…
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These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles…
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These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers;…
Understanding Variation in Integrated STEM Practice as Measured by the STEM Observation Protocol (STEM-OP)
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To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of…
Contextual Resources Supporting the Co-evolution of Teachers' Collective Inquiry and Classroom Practice After the Grant Ended
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We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP…
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Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’…
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Two teachers—whose students were concerned about environmental injustices in their communities and eager to take action—initiated a collaboration to design freely available, customizable curriculum materials and a model…
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Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the…
Equity-Focused, Rubric-based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction
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This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental…
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Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach…
Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)alignments Between Instructional Expectations and Professional Development Utility
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Sustained professional development is critical to support mathematics teachers’ development of ambitious instructional practices. This study aimed to better understand the factors and conditions that impact mathematics…
Teachers as Agentic Synthesizers: Recontextualizing Personally Meaningful Practices from Professional Development
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Teacher learning from professional development (PD) remains undertheorized. Most PD studies focus on its content or structure to gauge learning, leaving substantive gaps in our understanding of teacher learning processes…
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Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement…
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In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research…
Ten Years of Three-Dimensional Science and Its Implementation in the Secondary Classroom: A Scoping Review
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In the decade following the release of the Next-Generation Science Standards in the United States, many efforts have occurred to reform K-12 science teaching. While not all states have adopted NGSS, 48 of 50 have…
Developing Elementary Teachers’ Climate Change Knowledge and Self-efficacy for Teaching Climate Change Using Learning Technologies
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Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting…
Exploring Teachers’ Eye-Tracking Data and Professional Noticing When Viewing a 360 Video of Elementary Mathematics
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Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of…
Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices
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This paper explores the transformative impact of generative artificial intelligence (GenAI) on teachers’ roles and agencies in education, presenting a comprehensive framework that addresses teachers’ perceptions, knowledge…
Speak Up or Stay Silent: How Does Teachers’ Verbal Participation in a Professional Development Programme Relate to Instructional Outcomes?
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Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended…
“Adapting for a Local Space Can be Tricky”: Designing Units for Teachers to Localize Through Phenomenon Adaptation
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Learning science in the context of local phenomena and problems can be powerful for young people. Yet, designing place-based instructional materials is resource intensive, limiting broad access. This study investigates how…
Co-designing Citizen Science Projects for Elementary Schools in New Hampshire Through Teacher and Community-based Extension Science Volunteer Partnerships
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In the United States, reforms put forth by Next Generation Science Standards have increased the demand for K-12 teacher professional development in science instruction. This study investigates a new professional…
Poster
Students
Elementary School
Teachers
Middle School
Achievement
Educational Technology
Multilingual Learners…
Poster
Teachers
Middle School
High School
Cyberlearning
Educational Technology
Professional Development…
An Examination of the Impact of Teachers' Domain as a Professional Development Tool on Teacher Knowledge and Student Achievement in Biology
Poster
Teachers
Achievement
Biology
Science
Technology
Professional Development
Lauren…