Implementation

Using NGSS Implementation to Build Science Education Community

STEM Categorization
Day
Thu

Come and discuss opportunities to build synergy between Achieve’s efforts to support NGSS implementation across states and DR K–12 research initiatives.

Date/Time
-
Session Materials

Elementary Mathematical Writing Task Force Recommendations: Implications for Research and Classroom Implementation

STEM Categorization
Day
Thu

Learn about types of and purposes for elementary mathematical writing, and discuss implications for research and classroom implementation.

Date/Time
-
Session Materials

Although the mathematics education community long has emphasized the importance of discourse in teaching and learning mathematics, mathematical writing has not been clearly defined. Questions remain about how writing can leverage elementary students’ learning of mathematics. In October 2015, the Elementary Mathematical Writing Task Force came together and recommended four types of writing (exploratory, informative/explanatory, argumentative, and mathematically creative) and their respective purposes.

Session Types

Lesson Study District Survey Report

Author/Presenter

Akiba, M., Wilkinson, B., Farfan, G., Howard, C., Kuleshova, A., Fryer, J., Murata, A., &
Eichler, B.

Year
2016
Short Description

This report summarizes the 2013, 2014, and 2015 findings from a longitudinal survey of district professional development coordinators across the state of Florida. The results are presented with six sections: 1) District policy and practice, 2) Leadership, 3) Funding, 4) Lesson study schedule, 5) Professional development programs, and 6) Sustaining lesson study.

Adopting an International Innovation for Teacher Professional Development: State and District Approaches to Lesson Study in Florida

Author/Presenter

Motoko Akiba

Lead Organization(s)
Year
2016
Short Description

The state of Florida has taken an unprecedented approach to teacher professional development in its Race to the Top
(RTTT) Program application by proposing to promote an international innovation that originates in Japan, “lesson study,” as
a statewide teacher professional development model. Since winning the US$700 million RTTT funding in 2010, the Florida
Department of Education and districts have been promoting lesson study as one of the statewide vehicles to implement
the state standards aligned with the Common Core State Standards. This study analyzed the state and districts’ approaches
to promote lesson study using policy documents, statewide district survey data, and interviews. We found that a majority
of districts mandated lesson study implementation without securing or spending sufficient funding. In addition, the existing organizational structures and routines for professional development pose a major challenge in capacity building of district leaders and teachers to engage in lesson study.

The Power and Promise of a Digital Tool for Teaching Inquiry Science





Author/Presenter

Katherine F. Paget

Jacqueline S. Miller

William J. Tally

Year
2015
Short Description

To examine the value of the electronic teacher guide (eTG) as a curriculum planning and teaching tool,
it was important to study it in the contexts of teachers’ actual planning, teaching, and reflecting.
This paper described two descriptive case studies.

Resource(s)

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities.

Author/Presenter

Todd Campbell

Max L. Longhurst

Shiang-Kwei Wang

Hui-Yin Hsu

Dan C. Coster

Year
2015
Resource(s)

Webinar on the Common Guidelines for Education Research and Development

Author/Presenter

Edith Gummer

Year
2014
Short Description

This webinar, led by Edith Gummer (formerly of NSF), discusses the guidelines outlined in the report co-authored by the Institute of Education Sciences, U.S. Department of Education and the National Science Foundation.

Advice for Developing a Research Design that Employs Design-Based Implementation Research (DBIR)

Learn more about the Research+Practice Collaboratory at http://researchandpractice.org.

Submitting an NSF proposal? Visit our toolkit: NSF Proposal Writing Resources 

Author/Presenter

Bill Penuel

Year
2014
Short Description

This brief provides guidance for how to design a research plan using DBIR. It can also serve as a resource for preparing a research proposal to a federal agency or foundation that employs a DBIR approach. This guidance is informed by the development of the approach in a range of settings, including projects of the Research+Practice Collaboratory.

Navigating to NGSS Success: Identifying a Research Agenda

Day
Wed

Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.

Date/Time
-
2014 Session Types
Collaborative Panel Session

The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.