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Examining the Impact of Lesson-Analysis Based Teacher Education and Professional Development across Methods Courses, Student Teaching, and Induction NARST ViSTA 2017.pdf…
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Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking This chapter focuses on the design of simulation assessments to learn…
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Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter The Next Generation Science Standards call for changes in not only what is taught in…
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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 Efforts toward improving K-…
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Simulations as a Tool for Practicing Questioning In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific…
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Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners We report on the use of bilingual constructed response science assessments in the context…
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Characterizing the Formative Assessment Enactment of Experienced Science Teachers Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact…
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Pre-service Teachers’ Conceptions of Mathematical Argumentation Drawing on a situated perspective on learning, we analyzed written, open-ended journals of 52 pre-service teachers (PSTs)…
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Revealing Teacher Knowledge through Making: A Case Study of Two Prospective Mathematics Teachers We describe an experience within mathematics teacher preparation that engages pre-service…
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Impact of Graph Technologies in K-12 Science and Mathematics Education Graph technologies are now widely available in K-12 science and mathematics classrooms. These technologies have the…
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Revisiting Purpose and Conceptualisation in the Design of Assessments of Mathematics Teachers’ Knowledge In this paper, we focus on the design of assessments of mathematics teachers’ knowledge…
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3DLA: Three Dimensional Learning Architecture Instructional Planning Tool Hapgood, S., Wilson, G., Heuring, J. & Czerniak, C. M. (Accepted for January 2020). 3DLA: Three dimensional…
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Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood…
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Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., &…
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Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal…
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Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019).…
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The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning One of the foundational assumptions in education is that…
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Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred…
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“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators There is international and widespread…
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Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform This chapter explores a way of describing the teacher education curricular materials being…
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Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention We examine the teacher learning that…
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Transferability of Teacher Noticing Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a…
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Shifts in Elementary Teachers' Pedagogical Reasoning: Studying Teacher Learning in an Online Graduate Program in Engineering Education BackgroundElementary educators are increasingly…
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Students and Teachers Mobilizing Mathematical Concepts through Reciprocal Noticing This article elaborates a theoretical, methodological, and analytical approach intended to highlight the…
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On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards Instruments designed to measure teachers’ knowledge for teaching mathematics have…
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It’s Virtually Possible: Rethinking Preservice Teachers’ Field Experiences in the Age of COVID-19 and Beyond This chapter offers lessons learned by teacher educators who guided preservice…
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Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms Drawing on rich classroom observations of educators teaching in China and the…
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How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation We present lessons learned from an ongoing attempt to conceptualize,…
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Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation Teacher education programs have a critical role in supporting…
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The Development of ePCK of Newly Hired In-field and Out-of-field Teachers during their First Three Years of Teaching This study explored the potential impact of teaching outside of one’s field…
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The Power of Interviewing Students A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention…
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In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field Science teachers must sometimes teach outside of their expertise, and this…
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“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching While research shows that responsive teaching fosters students' disciplinary learning and equitable…
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A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance…
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Domain appropriateness and skepticism in viable argumentation https://pmena2020.cinvestav.mx/Program-Proceedings/Proceedings
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Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding…
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“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms School science continues to alienate students identifying with…
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Teachers’ Pedagogical Content Knowledge in Mathematics and Science A Cross-Disciplinary Synthesis of Recent DRK-12 Projects This review synthesized insights from 27 NSF-funded projects,…
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Pedagogical Chemistry Sensemaking: A Novel Conceptual Framework to Facilitate Pedagogical Sensemaking in Model-based Lesson Planning Researchers have typically identified and characterized…
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Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign COVID-19 has thrust educators into a period of uncertainty, complicating conventional…
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Conceptual Profile of Substance: Representing Heterogeneity of Thinking in Chemistry Classrooms Teachers face challenges when building the concept of substance with students because tensions…
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Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design…
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Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in…
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Developing symbol sense for the minus sign Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign…
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How can coaching knowledge be measured? http://cadrek12.org/sites/default/files/EMC_Presentation_NSF_12.01.10.pdf
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LOOPS: Logging Opportunities in Online Programs for Science (Koile) http://cadrek12.org/sites/default/files/KOILE%20DRK12Nov09.pdf
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SciJourner Volume 1, Issue 4 The fourth print edition from summer 2009 of our science news publication, in pdf format. The articles in this edition, unlike the others, are written by high…