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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…
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This study captures the experiences of rural teachers with a large-scale online professional learning (PL) program for teaching science and engineering in their contexts and suggests guidelines for designing effective…
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…
Pathways into the CTE Teaching Profession: A Descriptive Analysis of Degrees, Licenses, and Race in Maryland
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Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession…
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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This presentation, Developing Inclusive Engineering Education Opportunities, was given at the 2025 American Society for Engineering Education (ASEE) Annual Conference and Exposition in Montreal, Canada on June 23,…
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This presentation, Engineering in Action: Hands-On Strategies for Students with MSD, was given at the Jefferson County Public Schools (JCPS) 2025 Diverse Learners Institute in Louisville, KY on July 15, 2025…
Designing for Systemic Coherence: A Framework for Supporting Instructional Improvement in Mathematics Education
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Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across…
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There is a compelling need to strengthen professional learning (PL) regarding systems thinking, since it crosses all disciplinary boundaries and is a crosscutting concept in the Next Generation Science Standards. Yet…
Inquiry-based Science Instruction for Students with Disabilities: A Systematic and Meta-analytic Review
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Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking,…
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To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the…
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This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains…
Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts
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Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students.…
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Curriculum design experts from the Center for Technology and School Change propose a process for teachers to design STEM curriculum that prioritizes inquiry rooted in the community that empowers students to be active…
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The Concord Consortium is proud to announce a new grant from the National Science Foundation for our Intelligent Simulation-based Learning About Natural Disasters (ISLAND) project. ISLAND will harness the power…
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…
Dispositional Reactions and Knowledge Invoked in Mathematical Problem Posing: Case Study of Three Undergraduate Students
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This study was designed to examine how three undergraduate students enrolled in a developmental mathematics course interpreted and engaged with problem-posing tasks, the problems they posed and the knowledge the posed…
Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis
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This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes.
This meta-analysis assessed the effectiveness of problem-posing interventions on…
Exploring the Opportunities for Reasoning and Proving in Mathematical Tasks Designed by Secondary Prospective Teachers
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This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and…
Exploring the Relationship Between a PST's Written Noticings of Student Mathematical Reasoning and Their Reported and Actual Viewing of a 360 Video
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An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the…
How Educational Leaders Think About Intersections of Identities and Disciplinary Learning in Science
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American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are…
Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities
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Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse…
Learning by Evaluating in Engineering Design Classrooms: A 5E Instructional Model Perspective from Teachers
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This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing…