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Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily…
Building Argumentation Skills in the Biology Classroom: An Evolution Unit that Develops Students’ Capacity to Construct Arguments from Evidence
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Describes a scaffolded claims-evidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA…
Development and Pilot Testing of a Three-Dimensional, Phenomenon-based Unit that Integrates Evolution and Heredity
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Describes development and pilot testing of a 3-dimensional, phenomenon-based unit that integrates evolution and heredity. The 8-week unit is designed for introductory-level high school biology courses. Results from a…
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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This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping…
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This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education.…
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Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not…
Situating Presence Within Extended Reality for Teacher Training: Validation of the eXtended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video
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The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.
The use of video is…
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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.…
Preparing Paraeducators for the Teacher Pipeline: Building Confidence Through Professional Development in Mathematics
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The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership.…
Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
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Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is…
Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
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This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates…
Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
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In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined…
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We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution…
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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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Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’…
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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…
Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching
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Conference proceedings from the 2019 Science Education at the Crossroads Conference.
Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional…
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…