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Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this…
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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…
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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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This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary…
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The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS…
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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…
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Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
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Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized…
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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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There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However,…
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It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought…
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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…
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Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies…
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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…
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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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Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal…
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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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This research forum explores innovative research approaches to teacher noticing in mathematics education, focusing on four key areas: theoretical perspectives and conceptualizations of teacher noticing, methodological…
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Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
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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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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…
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This review synthesized insights from 27 NSF-funded projects, totaling $62 million, that studied pedagogical content knowledge (PCK) in STEM education from prekindergarten (PreK) to Grade 12, split roughly equally across…
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This article presents a vision for 2025 to implement low cost and effective extended reality (XR) technologies to supplement teacher education field experiences, regardless of if and when another global or local crisis…
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We use an online Content Knowledge for Teaching (CKT) assessment that measures PSTs’ CKT in one science area: matter and its interactions. In this study, we analyzed process data from administering the online CKT matter…
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K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK). We respond to this need by describing the design of a CS-PCK…
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This position paper advocates supporting CS teacher professional learning by supplementing existing curriculum-specific teacher PD with standards-aligned PD that focuses on teachers' conceptual understanding of CS…
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Teachers’ professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students’ mathematical procedures and conceptual reasoning. Such a shift is described as a transition…
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This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We…
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Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the…
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Immersive 360 videos are increasingly being used in pre-service teachers (PST) education. There is preliminary evidence that this technology may benefit future educators’ focus and attention to classroom settings and…
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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…
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Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, authors examined three prospective secondary mathematics teachers’ discourses…
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This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. This article elaborates a…
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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 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…
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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…
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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-…
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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…
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COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already…
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This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-…
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This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-…
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This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment…
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Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in…
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In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. Graph technologies are now widely available in K-12…
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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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The purpose of this qualitative study was to examine elementary teachers' pedagogical reasoning in an online graduate program. Authors asked: What stances do teachers take toward learning and teaching engineering design?…
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Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact…
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Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning,…
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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…
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A poster to be presented at the Association of Science Teacher Educators International Conference. Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood…