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You are cordially invited to participate in the thirty-second Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), to be held in Columbus, Ohio in…
Bridging Science Teaching and Learning in Title 1 Schools Poster (2021 NARST Annual International Conference)
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This poster describes the work of the Bridging Science Teaching and Learning in Title 1 Schools project. Historically, the public education community has struggled with providing all children withequitable access to…
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In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.…
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In this article, we describe our implementation of an innovative approximation of practice in teacher education: chat-based role-play. In so doing, we share our collective experiences as teacher educators about how the…
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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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Socially relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the…
Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate
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In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth…
Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
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Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a…
Comparing How College Mathematics Instructors and High-School Teachers Recognize Professional Obligations of Mathematics Teaching when Making Instructional Decisions
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This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or…
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This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment…
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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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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…
Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
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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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Urban Title I schools need teachers who recognize and can help address challenges with broadening participation in science and inequities in access to quality science instruction found in elementary schools. The paper…
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In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT).
In this article, we explore demands and tensions involved when schools implement…
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…
Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering
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We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’…
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In this paper, authors present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
This paper examines…
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This article discusses the implementation of innovative teaching approaches in mathematics.
Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching…
Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
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This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting…
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For more information, visit: http://www.edukatic.co/2015/
DR K-12 Presenters:
Amanda Strawhacker, Tufts University (Project: ScratchJr: Computer Programming in Early Childhood Education as a Pathway to Academic Readiness…
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Cyberlearning
Environmental Science
Science
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Statistics
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Elementary Preservice Teachers' Responsiveness While Eliciting Students' Initial Arguments and Encouraging Critique in Online Simulated Argumentation Discussions
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Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation-focused discussion, particularly in an online simulated teaching experience. The purpose of this study was…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
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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…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
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We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
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This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.
Cognitive differences have historically led to deficit…
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This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas.…
Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts
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In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work…
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The rapid and unexpected nature of the move to online instruction has meant that the content presented to students has been primarily static and linear. Thus, there is a need for creative pedagogical approaches that re-…
Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning
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Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths…
Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
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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…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
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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…
Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
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Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been…
Levels of Participatory Conceptions of Fractional Quantity Along a Purposefully Sequenced Series of Equal Sharing Tasks: Stu's Trajectory
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Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research…
Mathematics and Science Teacher Educators' Use of Representations of Practice: A Mixed Methods Study
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This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and…
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Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve…
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Join your colleagues in the City of Brotherly Love for NSTA's 58th National Conference on Science Education. Conference registration and exhibits will be at the Pennsylvania Convention Center. Most sessions and events have…
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TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
Kirkman, R. (…
Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation-based Discussions
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This study investigated how preservice elementary teachers' (PSTs) noticed the discourse practices they used to position students and their scientific thinking as they engaged a group of student avatars in argumentation-…
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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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Recent circumstances due to the COVID-19 pandemic and restrictions on entering public schools have created barriers for prospective teachers (PT) to gain valuable exposure to real classrooms. As a result, we have…
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Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’…
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The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components: plan, launch, facilitate productive struggle, make student thinking visible, connect to the…
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The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
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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…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
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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…