Classroom Practice

In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content.

The CHALK tool is a progressive web application that guides educators to improve instructional quality in early education settings. CHALK provides targeted observation tools that allow instructional coaches to easily track key classroom practices on their digital devices in real-time. This tool instantly transforms observation data into user-friendly visualizations for coaches and teachers to engage in data-driven coaching conversations for professional growth.

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Teachers play a critical role in successfully implementing science education reforms in the United States to provide high‐quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood.

This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and student writing.

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses to a common set of instances of SMT with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses to a common set of instances of SMT with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses to a common set of instances of SMT with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.