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This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers…
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This study examines the relationship between internal barriers, professional development, and computer integration outcomes among a sample of fourth- and fifth-grade teachers in an urban, low-income school district in the…
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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…
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This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the…
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Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in…
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The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project…
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This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the…
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The purpose of the current study was to explore different ways for teachers to engage in Professional learning experiences (PLEs) and how these approaches might enable the field to scale up these efforts in a sustainable…
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From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of…
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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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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 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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Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how…
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This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating…
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This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons…
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Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers…
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The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of…
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With the spread of learning analytics (LA) dashboards in K-12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized…
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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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AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning. Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H.,…
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NARST presentation on instructional decision making to improve argumentation in science. Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional…
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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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Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study…
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This descriptive case study examines the process of productively navigating socio-emotional risks and interpersonal tensions encountered by a veteran and pre-service physics teacher during one episode of discussing physics…
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Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS)…
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In this study, 82 middle and high school teachers engaged with the InSTEP online professional learning platform to develop their expertise in teaching data science and statistics. We investigated teachers’ engagement…
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This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In…
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Drawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—…
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Teachers can play critical roles in challenging or reinscribing dominant narratives about what counts as STEM, who is seen within STEM disciplines, and how these disciplines should be taught. However, teachers have often…
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Our research study examines the community-based partnership PD model and its impact on school teachers’ self-efficacy and their success in engaging students in the NGSS science practices through citizen science projects…
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Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,…
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This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where…
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Professional Development Teacher Attitudes/Beliefs Teacher Practice Teacher Retention Tool Other…
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Professional Development Teacher Attitudes/Beliefs Teacher Retention Presentation Other…
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In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively. Assessment…
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NCLB defines success exclusively as test scores, fostering strategies that compromise substantive learning. This session focuses on conceptual and theoretical frameworks for exploring this issue…
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A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers. A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science…
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In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking…
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Despite evidence that it can help students learn higher-order thinking skills and gain deep content knowledge, problem-based learning (PBL) is not deployed on a large scale in K-12 classrooms. This conceptual chapter…
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This study examines the design and implementation of a simulated teaching environment in Second Life for prospective teachers. From the perspectives of Graduate Research Assistants (GRAs), this study…