Classroom Practice

Getting Unstuck Together: Creating Personally Authentic Programming Projects in a 4th Grade Classroom

Background and Context
Learning to create self-directed and personally authentic programming projects involves encountering challenges and learning to get unstuck.

Author/Presenter

Paulina Haduong

Karen Brennan

Lead Organization(s)
Year
2024
Short Description

Teachers play a central role in designing structures which encourage the development of students’ individual creative capacity and the classroom’s sense of community. We offer considerations for designing engaging and collaborative experiences in elementary and intermediate computing education.

Facilitating Collaborative Inquiry into Practice Around Artifacts of Mathematics Teaching

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.

Author/Presenter

Caroline B. Ebby

Brittany Hess

Lizzy Pecora

Jennifer Valerio

Lead Organization(s)
Year
2024
Short Description

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.

Contextual Resources Supporting the Co-evolution of Teachers' Collective Inquiry and Classroom Practice After the Grant Ended

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations.

Author/Presenter

Soo-Yean Shim

Jessica Thompson

Lead Organization(s)
Year
2024
Short Description

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations.

Engaging Elementary Students in Science Practice: Strategies for Helping Children Plan Investigations

This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for structuring conversations that anchor investigations in phenomena and provide opportunities for students to be involved in making decisions about what materials to use in an investigation, how to use materials, and what to look for or count as evidence.

Author/Presenter

Annabel Stoler

Eve Manz

Lead Organization(s)
Year
2024
Short Description

This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for structuring conversations that anchor investigations in phenomena and provide opportunities for students to be involved in making decisions about what materials to use in an investigation, how to use materials, and what to look for or count as evidence.

Seeds of Algebraic Thinking

Seeds of Algebraic Thinking are sub-conceptual resources coming from life experience that students call upon when responding to mathematical prompts. This site includes resources students could activate when thinking about groups and sets, equality, proportionality and ratio reasoning, and functions.

Author/Presenter

Janet Walkoe

Lead Organization(s)
Year
2024
Short Description

Seeds of Algebraic Thinking are sub-conceptual resources coming from life experience that students call upon when responding to mathematical prompts. This site includes resources students could activate when thinking about groups and sets, equality, proportionality and ratio reasoning, and functions.

Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns.

Author/Presenter

Ben Rydal Shapiro

Ilana Seidel Horn

Sierra Gilliam

Brette Garner

Year
2024
Short Description

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.”

Supporting Students’ Participation in Collective Argumentation: Use of Displays in a Secondary Mathematics Classroom

Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of displays according to their functions and then investigated how these displays supported collective argumentation as direct contributions to the argument or actions supporting the argumentation.

Author/Presenter

Jonathan Foster

AnnaMarie Conner

Yuling Zhuang

Laura Singletary

Hyejin Park

Lead Organization(s)
Year
2024
Short Description

Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation.

Re-imagining Science Education Research Toward a Language for Science Perspective

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.

Author/Presenter

María González-Howard

Sage Andersen

Karina Méndez Pérez

Samuel Lee

Lead Organization(s)
Year
2024
Short Description

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.

Science Teachers’ Implementation of Science and Engineering Practices in Different Instructional Settings

This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the teachers’ instructional practices were collected over three one-week periods.

Author/Presenter

Cheng-Wen He

Hong Tran

Julie Luft

Yamil Ruiz

Shaugnessy McCann

Yuxi Huang

Brooke Whitworth

Lead Organization(s)
Year
2024
Short Description

This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings.

Using Fitbits and Heart Rate Variance (HRVa) to Understand Preservice Teacher Experiences in Extended Reality

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.

Author/Presenter

Richard Ferdig

Karl Kosko

Enrico Gandolfi

Lead Organization(s)
Year
2023
Short Description

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.