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An electronic teacher guide (eTG) was developed to determine whether a digital guide could better support teachers in implementing an inquiry-based curriculum and in enhancing their practice. Developed as a proof-of-…
What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science
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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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Tool for conducting classroom discussions.
Classroom Practice
Tool
High
Zahra Hazari…
Does student-centered instruction engage students differently? The moderation effect of student ethnicity
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This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by…
Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices
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Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.
Emotions are central to…
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This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
This study uses a mixed-method sequential exploratory…
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In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts…
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This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.
Dig deeper into classroom artifacts using research-based learning…
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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…
Growth in Children’s Understanding of Generalizing and Representing Mathematical Structure and Relationships
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Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an…
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This article discusses supporting inquiry in an online learning environment.
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an…
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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…
Initiation-Entry-Focus-Exit and Participation: A Framework for Understanding Teacher Groupwork Monitoring Routines
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In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.
In this paper, we offer…
“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
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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 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…
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This Research in Science Education article focuses on characterizing classroom discourse in science.
Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse…
Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing
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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
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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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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.…
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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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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…
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…
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 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…
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…
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-…
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…
How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
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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…
Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical Changes
Poster
High School
Science
Classroom Practice
Curriculum
Disciplinary Content Knowledge
Professional Development…
Improving Grades 6-8 Students' Mathematics Achievement in Modeling and Problem Solving through Effective Sequencing of Instructional Practices
Poster
Middle School
Mathematics
Classroom Practice
Professional Development
With operating title Researching Order of Teaching (…
Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale
Poster
Pre-Kindergarten
Mathematics
Broadening Participation
Classroom Practice
Cognitive Science
Curriculum…
Poster
Middle School
High School
Science
Technology
Broadening Participation
Classroom Practice
Curriculum…
Poster
High School
Mathematics
Science
Technology
Classroom Practice
Curriculum
Disciplinary Content Knowledge…
Poster
Middle School
High School
Mathematics
Assessment
Classroom Practice
Curriculum
Disciplinary Content…
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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…
Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)
Poster
Elementary School
Middle School
High School
Mathematics
Classroom Practice
Professional Development…
CAREER: Developing Elementary Preservice Teachers' Understandings and Abilities to Support Emerging Bilingual Students Scientific Sensemaking
Poster
Elementary School
Science
Classroom Practice
The overall goals for this CAREER project are to identify and develop ways for best…
Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer Science
Poster
Middle School
Computer Science
Assessment
Classroom Practice
Disciplinary Content Knowledge
Professional Development…
Poster
High School
Mathematics
Broadening Participation
Classroom Practice
Pedagogical Content Knowledge
Professional Development…
Developing Teachers' Epistemic Cognition and Teaching Practices for Supporting Students' Epistemic Practices with Scientific Systems
Poster
High School
Mathematics
Science
Technology
Classroom Practice
Curriculum
Educational Technology…
Poster
Elementary School
Engineering
Science
Classroom Practice
Curriculum
Pedagogical Content Knowledge…
Poster
Elementary School
Science
Classroom Practice
Curriculum
Professional Development
To support equitable access…
Poster
High School
Science
Broadening Participation
Classroom Practice
Curriculum
Professional Development…
Poster
Elementary School
Middle School
High School
Science
Classroom Practice
Curriculum
Professional Development…
Poster
High School
Mathematics
Technology
Assessment
Broadening Participation
Classroom Practice
Curriculum…
Poster
Elementary School
Science
Broadening Participation
Classroom Practice
Curriculum
Pedagogical Content Knowledge…
Young Mathematicians: Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge
Poster
Pre-Kindergarten
Mathematics
Broadening Participation
Classroom Practice
Curriculum
Professional Development…
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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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This presntation addreses 4 research cquestions
•What extant criteria do Grade 8 students use to choose the better line
of fit between two lines “fit” to a set of data, when both lines express
the trend of the data…
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Students’ difficulties with contrapositive reasoning are well documented. Lack of intuition about contrapositive reasoning and lack of a meta-argument for the logical equivalence between a conditional claim and its…
Eliminating Counterexamples: A Case Study Intervention for Improving Adolescents’ Ability to Critique Direct Arguments
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Students’ difficulties with argumentation, proving, and the role of counterexamples in proving are well documented. Students in this study experienced an intervention for improving their argumentation and proving…
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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…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
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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…
Secondary Mathematics Teachers’ Use of Students’ Incorrect Answers in Supporting Collective Argumentation
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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…
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Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student…
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Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for…
Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce?
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This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning.
Songer, N.B. (2022 April) Training a new generation of problem solvers: How can…
Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms
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Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This…
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We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in…
Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
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This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections…
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The University of Alaska Fairbanks (UAF) Development Team is working with the Northwest Arctic Borough School District to develop STEM lessons utilizing Iñupiaq knowledge systems and university research for middle school-…
Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
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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…
Validating the Use of Student-Level Instruments to Examine Preservice Teachers' Mathematical Problem Solving
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Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems…
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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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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
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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…
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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…
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In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the…
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Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.
Do your students ever share ideas…
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Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the…
Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning
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Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from…
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In super-diverse classroom contexts, students come from varied migration channels, immigration statuses, languages, countries of origin, and religions, which contribute to new and complex social configurations of the…
Undergraduate Engineering and Education Students Reflect on Their Interdisciplinary Teamwork Experiences Following Transition to Virtual Instruction Caused by COVID-19
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This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format…
“Unnatural How Natural It Was”: Using a Performance Task and Simulated Classroom for Preservice Secondary Teachers to Practice Engaging Student Avatars in Scientific Argumentation
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Facilitating discussions is a key approach that science teachers use to engage students in scientific argumentation. However, learning how to facilitate argumentation-focused discussions is an ambitious teaching practice…
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Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse…
Exploring the Potential of an Online Suite of Practice-Based Activities for Supporting Preservice Elementary Teachers in Learning How to Facilitate Argumentation-Focused Discussions in Mathematics and Science
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This study explored the use of a three-part suite of practice-based activities -- one- and two-player online simulations, an avatar-based simulation, and a virtual teaching simulator—for supporting preservice teachers in…
Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams
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Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with…
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This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms…
Comparing How College Mathematics Instructors and High-School Teachers Recognize Professional Obligations of Mathematics Teaching when Making Instructional Decisions
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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…
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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
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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…
Exploring the Noticing of Science Teachers: What Teachers' Notice and Using Video to Capture Teacher Knowledge
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Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors…
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Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study…
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Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
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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
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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…
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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…
How It All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena
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This article uses cause and effect as a lens and thinking tool to observe and make sense of phenomena in elementary science.
Mohan, L., Harris, E., & Guy-Gaytan, C. (2023). How it all happened:…
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In this report section, we discuss the importance of aligning classroom assessments with learning goals and instructional practices to both shape and evaluate students’ learning opportunities.
In this…
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Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide…
The Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-Making
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We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute…
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Framework to organize foothold practices for centering justice in science education.
Framework to organize foothold practices for centering justice in science education.…
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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…
Characterizing Adaptive Expertise: Teacher Profiles Based on Epistemic Orientation and Knowledge of Epistemic Tools
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With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a…
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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…
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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…
Generating an Evidence-based Guide to Scaffolding Sodium Chloride Dissolution Using the VisChem Approach
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Aqueous solutions have proved to be a challenging topic for chemistry students at all levels. An understanding of what is happening at the molecular level in aqueous processes such as dissolution is key to understanding…
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Repository of project simulation tasks and data.
Repository of project simulation tasks and data.
Mathematics
Science
Classroom Practice…
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—…
Evaluating How Extended Reality Delivery Device and Preservice Teacher Major Impact Presence in Immersive Learning Environments
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Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have…
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Professional noticing involves attending to and interpreting children’s mathematical reasoning. In a similar manner, pedagogical content knowledge (PCK) is defined as the knowledge teachers need to interpret and respond to…
Exploring the Relationships Between Teacher Noticing, Ambisonic Audio, and Variance in Focus When Viewing 360 Video
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A growing body of research has supported the implementation of innovative and immersive video for teaching and learning across the lifespan. Immersive video, delivered through eXtended Reality (XR) tools like 360 video,…
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Unified systems for multi-sensor devices, particularly eye-tracking in Virtual Reality (VR), are intricate and often require the listening and streaming of multichannel data. In this project, we propose a visual analysis…
Using Fitbits and Heart Rate Variance (HRVa) to Understand Preservice Teacher Experiences in Extended Reality
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Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing…
Science Teachers’ Implementation of Science and Engineering Practices in Different Instructional Settings
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This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings.
This article explores science teachers’ implementation of…
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With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers…
Supporting Students’ Participation in Collective Argumentation: Use of Displays in a Secondary Mathematics Classroom
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Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her…
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In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map…
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Seeds of Algebraic Thinking are sub-conceptual resources coming from life experience that students call upon when responding to mathematical prompts. This site includes resources students could activate when thinking about…
Engaging Elementary Students in Science Practice: Strategies for Helping Children Plan Investigations
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This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for…
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’…
Getting Unstuck Together: Creating Personally Authentic Programming Projects in a 4th Grade Classroom
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Teachers play a central role in designing structures which encourage the development of students’ individual creative capacity and the classroom’s sense of community. We offer considerations for designing engaging and…
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Despite a growing effort to integrate students’ civic action projects into science and engineering curricula that address climate change and environmental justice, there are few frameworks that guide teachers and students…
What Should We Investigate? Using a Classroom Decomposition Chamber to Support the Development of Investigation Questions
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In this article, we describe how we use classroom phenomena to help fifth grade students develop testable questions and productive investigations. Engaging students in observing and seeking to explain a classroom…
Combining Natural Language Processing with Epistemic Network Analysis to Investigate Student Knowledge Integration within an AI Dialog
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In this study, we used Epistemic Network Analysis (ENA) to represent data generated by Natural Language Processing (NLP) analytics during an activity based on the Knowledge Integration (KI) framework. The activity features…
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A classroom study was conducted to understand how to engage in responsive teaching with 18 seventh grade students at three stages of units coordination during a unit on proportional reasoning co-taught by the first author…
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…
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Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in…
Toward a Framework of Culturally Relevant Science and Mathematics Pedagogy: A Pedagogical and Analytical Tool for Teacher Education
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In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most…
Toward Ontological Alignment: Coordinating Student Ideas with the Representational System of a Computational Modeling Unit for Science Learning
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Computational modeling tools present unique opportunities and challenges for student learning. Each tool has a representational system that impacts the kinds of explorations students engage in. Inquiry aligned with a tool’…
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…
Facilitating Student Argumentation Around Socioscientific Issues Through Productive Discourse and Negotiation Toward Consensus
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Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter…
Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
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This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience…
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Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader…
Fostering Critical Consciousness: A Systematic Review of K-12 Teachers’ Integrations of Sociopolitical Issues in Science and Mathematics Classrooms
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Efforts towards providing inclusive science and mathematics education for marginalized students are increasingly found in literature advocating for equity-oriented instruction through supporting students’ critical…
Textbooks as a Resource for Teaching Mathematics Through Problem Posing: Catalyzing Instructional Change
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Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students’ cognitive and affective aspects of…
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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…
Connecting Expertise in Noticing Children’s Mathematical Thinking and Conducting Whole-Class Discussions
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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…
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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…
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction
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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,…
Discursive Differences in Written Feedback of Individuals with Varied Teaching Experiences: Towards Validating Knowledge of Content and Teaching Specific to Proof
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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…
STEM Education with a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach
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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…
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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),…
Asset-based Computational Thinking in Early Childhood Classrooms: Centering Students’ Expertise in a Community of Learners
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Computational thinking CT is central to computer science, yet there is a gap in the literature on the best ways to implement CT in early childhood classrooms. The purpose of this qualitative study was to explore how early…
Early Childhood Teachers’ Use of Asset-based Computational Thinking Pedagogy: Centering Students’ Expertise and Life Experiences
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Computational thinking (CT) is central to computer science, yet there is a gap in the literature on how CT emerges and develops in early childhood especially for children from historically marginalized communities.…
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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-…
Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry
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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’…
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Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students’ ideas and…
Leveraging Children’s Multicultural Literature to Support Students’ Math Identity and Problem Solving
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This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual…
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Over the last decade, reform in science education has placed an emphasis on the science practices as a way to engage students in the process of science and improve scientific literacy. A critical component of developing…
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Historically, children with moderate to severe intellectual disabilities (ID) and extensive support needs (ESN; individuals who require ongoing, intensive assistance in many areas of life) have been largely excluded from…
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Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and…
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Project Bees is a NSF DRK-12 three-year project with the goal of focusing on teachers' development of engineering practices, including how teachers support their students' development of engineering-focused behaviors and…
Middle School Science Talk: Coupling Natural Language Processing with Classroom Video Analyses to Explore Discursive Resources in Hybrid Spaces
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This study applies natural language processing and qualitative classroom video analyses to examine classroom discourse. Guided by hybridity theory, which emphasizes the benefits of blending everyday with academic language…
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In our elementary science methods courses, we aim to shift our preservice teachers’ view of science instruction beyond teacher-directed, hands-on “touching and telling,” toward a student-centered approach that emphasizes…
What Does Knowledge of Dialogue and Argument Mean for Elementary Teachers’ Instructional Practices? A Case Study
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This study aimed to explore the development of teachers’ knowledge of dialogue and argument through three specific knowledge bases: declarative, procedural, and epistemic. Additionally, the study sought to understand the…
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21st Century Skills
Biology
Classroom Practice
Educational Technology
Science
Professional Development…
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Classroom Practice
Mathematics
Pedagogical Content Knowledge
Teacher Practice
Presentation
Elementary…
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This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on – but not restricted…
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Classroom Practice
Science
Presentation
Elementary
Middle
Katherine L. McNeill…