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Responsive Professional Development: A Facilitation Approach for Teachers' Development in a Physics Teaching Community of Practice
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Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS)…
Engagement in the InSTEP Professional Learning Platform: Developing Expertise to Teach Data and Statistics
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In this study, 82 middle and high school teachers engaged with the InSTEP online professional
learning platform to develop their expertise in teaching data science and statistics. We
investigated teachers’ engagement…
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…
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…
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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,…
“I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics
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This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where…
Development of a Questionnaire on Teachers' Beliefs, Preparedness, and Instructional Practices for Teaching NGSS Science with Multilingual Learners
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The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts…
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…
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Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are…
“We Have a Lot in Common”: Mothers’ and Teachers’ Perspectives on Barriers and Pathways to Mathematical Partnerships
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This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways.
This study…
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We explore how a professional development program enabled educators to stretch their ideas related to equitable participation in elementary mathematics classrooms, and their district's policy aimed at promoting equitable…
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’…
The Interplay Between Teacher Professional Development and Noticing: An Analysis of How Noticing Changes and What Teachers Attribute to Changes or Consistencies
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Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers…
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Gutiérrez’s equity framework, derived from mathematics education research, defines equity in terms of four dimensions: access, achievement, identity, and power. Access and achievement yield outcomes that reify the status…
Attending to Preservice Teachers' Assets: Beliefs and Practices for Supporting Expansive Sensemaking in Elementary Science
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Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice-oriented science lessons. Through…
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This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration…
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Professional Development
Teacher Attitudes/Beliefs
Teacher Practice
Teacher Retention
Tool
Other…
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Professional Development
Teacher Attitudes/Beliefs
Teacher Retention
Presentation
Other…
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In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
Assessment…
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NCLB defines success exclusively as test scores, fostering strategies that compromise substantive
learning. This session focuses on conceptual and theoretical frameworks for exploring this issue…
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A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.
A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science…
ScratchEd: Working with Teachers to Develop Design-Based Learning Approaches to the Cultivation of Computational Thinking
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In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking…