Professional Development

Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts.

Author/Presenter: 
Tory Williams
Jonathan Singer
Jacqueline Krikorian
Christopher Rakes
Julia Ross
Year: 
2018
Short Description: 

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum.

Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions

Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever‐more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities are not innate and must, therefore, be taught (e.g., McNeill & Krajcik, Journal of Research in Science Teaching, 45(1), 53–78. 2008).

Author/Presenter: 
P. Karen Murphy
Jeffrey A. Greene
Elizabeth Allen
Sara Baszczewski
Amanda Swearingen
Liwei Wei
Ana M. Butler
Year: 
2018
Short Description: 

The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices as well as their conceptual understanding and scientific argumentation. Findings revealed treatment teachers’ and students’ discourse practices better reflected critical‐analytic thinking and argumentation at posttest relative to comparison classrooms.

Advancing Online and Blended Professional Development Through NSF's DRK-12 Program

The STEM education landscape continuously shifts in response to factors such as changing workforce demands; new knowledge about how children and adults learn; better strategies for broadening participation in under-served and underrepresented populations; and changes in local, state, and national policy. Empowering teachers with new knowledge and approaches to navigate this changing landscape requires ongoing, high-quality opportunities for professional growth.
Author/Presenter: 
CADRE
Short Description: 

This 2018 AERA structured poster session shed light on the DR K-12 portfolio of transformative research in online and blended teacher professional development.

Resource Type: 
Presentation

National Survey on Supporting Struggling Mathematics Learners in the Middle Grades: Executive Summary

This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC. The survey was conducted as part of the Strengthening Mathematics Intervention project, which was funded by the National Science Foundation. This executive summary describes the key results from schools across the United States, highlighting the national landscape of mathematics intervention (MI) classes.

Author/Presenter: 
Amy R. Brodesky
Jacqueline S. Zweig
Karen Karp
Emily R. Fagan
Linda Hirsch
Year: 
2018
Short Description: 

This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC. T

Writing a Scientific Explanation

American Museum of Natural History. (2018). Writing a Scientific Explanation. Retrieved from https://www.amnh.org/explore/curriculum-collections/integrating-literacy....

Author/Presenter: 
American Museum of Natural History
Year: 
2018
Short Description: 

This resource provides access to a classroom video of a lesson from the project's middle school ecosystems unit, and the related student scaffold and scoring rubric.

Disruptions in Ecosystems

American Museum of Natural History. (2018). Middle School: Disruptions in Ecosystems. Retrieved from https://www.nextgenscience.org/resources/middle-school-disruptions-ecosy...

Author/Presenter: 
American Museum of Natural History
Year: 
2018
Short Description: 

This resource provides access to the entire middle school ecosystems unit, along with the EQuIP review.

Classroom Videos from Disruptions in Ecosystems Unit

Kastel, D. (2017, August 25). Classroom videos from disruptions in ecosystems unit [Blog post]. Retrieved from https://www.teachingchannel.org/blog/2017/08/25/ngss-from-theory-to-prac...

Author/Presenter: 
Dora Kastel
Year: 
2017
Short Description: 

This blog post includes the link to 4 videos of teachers using the project's middle school ecosystems unit.

Science as experience, exploration, and experiments: elementary teachers’ notions of ‘doing science’

Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science

Author/Presenter: 
Ashley N. Murphy
Melissa J. Luna
Malayna B. Bernstein
Year: 
2017
Short Description: 

This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice.

Using a video club design to promote teacher attention to students' ideas in science

Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.

Author/Presenter: 
Melissa J. Luna
Miriam Gamoran Sherin
Year: 
2017
Short Description: 

In this article, authors introduce the design of a science teaching video club and present a study of its implementation.

Resource(s): 

Teacher learning in a combined professional development intervention

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy.

Author/Presenter: 
Gloriana González
Lisa Skultety
Year: 
2018
Short Description: 

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge.

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