Professional Development

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 of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments.

Author/Presenter: 
Cory Buxton
Ruth Harman
Lourdes Cardozo-Gaibisso
Lei Jiang
Khanh Bui
Martha Allexsaht-Snider
Lead Organization(s): 
Year: 
2019
Short Description: 

Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.

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 pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.

Author/Presenter: 
Corey Webel
Kimberly Conner
Wenmin Zhao
Lead Organization(s): 
Year: 
2018
Short Description: 

Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

Guiding collaborative revision of science explanations

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning.

Author/Presenter: 
Libby Gerard
Ady Kidron
Marcia C. Linn
Year: 
2019
Short Description: 

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.

Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice

Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups—hence costly and localized. The purpose of the current study was to explore different ways for teachers to engage in PLEs and how these approaches might enable the field to scale up these efforts in a sustainable manner.

Author/Presenter: 
Daniel J. Heck
Courtney L. Plumley
Despina A. Stylianou
Adrienne A. Smith
Gwendolyn Moffett
Year: 
2019
Short Description: 

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 manner.

Resource Type: 
Publication

The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation

Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the authors investigated how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation. They conducted a randomised experimental study with 90 middle school science teachers in the USA.

Author/Presenter: 
Suzanna Loper
Katherine L. McNeill
María González-Howard
Lisa M. Marco-Bujosa
Laura M. O’Dwyer
Year: 
2019
Short Description: 

Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.

Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool

Implementation of reform curricula requires teachers to adopt new approaches to teaching. Research has provided promising results about the influence of educative curriculum on teachers’ learning and instruction. However, this approach generally focuses on teachers as isolated learners. Using a design-based research approach, the authors developed a web-based tool, iPlan, which provides access to educative curriculum materials in an online interactive learning platform.

Author/Presenter: 
Miray Tekkumru-Kisa
Christian Schunn
Year: 
2019
Short Description: 

Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.

The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science

This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. The mentor preparation program was grounded in research on effective science instruction and learning-focused mentoring.

Author/Presenter: 
Matthew Miller
Daniel Hanley
Joseph Brobst
Year: 
2019
Short Description: 

This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.

Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science

This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. Five classroom teachers who were new to our mentor training participated in the study to document the impacts of the PD sequence. The PD combined an in-person immersion into the components of effective science instruction with online modules centered on learner-supportive mentoring practices.

Author/Presenter: 
Josie Melton
Matthew Miller
Joseph Brobst
Year: 
2019
Short Description: 

This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.

A Coding Tool for Examining the Substance of Teacher Professional Learning and Change with Example Cases from Middle School Science Lesson Study

Although lesson study is increasingly adopted in the United States (U.S.), the impact of lesson study on teacher learning is uncertain. This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts. To present examples of the codes in use, a subset of codes related to change in teacher knowledge and beliefs were applied to analyze teachers' professional discourse in three middle school science lesson study teams.

Author/Presenter: 
Christine Lee Bae
Kathryn N. Hayes
Jeffery Seitz
Dawn O’Connor
Rachelle DiStefano
Year: 
2016
Short Description: 

This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts.

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-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and supported.
Author/Presenter: 
Melissa J. Luna
Year: 
2018
Short Description: 

An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.

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