Professional Development

Reasoning Language for Teaching Secondary Algebra

Principal Investigator:
Cody Patterson

Reasoning Language for Teaching Secondary Algebra (ReLaTe-SA) is working in partnership with the San Antonio Independent School District to investigate the algebraic reasoning and discourse tools that secondary mathematics teachers use to make algebra concepts accessible for students and orchestrate and respond to student work on mathematics tasks. We are investigating teachers' algebraic discourse through written surveys, interviews, and a year-long professional development program focused on enhancing students' opportunities for algebraic reasoning in the classroom.

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Discipline/Topic:
Mathematics
Assessment
Classroom Practice
Curriculum
Disciplinary Content Knowledge
Professional Development
Target Audience:
Middle School
High School

Professional Development Supports for Teaching Bioinformatics through Mobile Learning

Principal Investigator:
Susan Yoon
Bioinformatics is an emerging area of research that develops new knowledge through computational analysis of vast biological data. This project investigates the professional development (PD) supports needed for teaching bioinformatics at the high school. Building from a robust literature in PD design research, project team worked with science teachers to co-design instructional modules to engage students with core bioinformatics concepts and data literacies, by focusing on local community health issues supported through mobile learning activities.
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Discipline/Topic:
Mathematics
Science
Technology
Classroom Practice
Curriculum
Disciplinary Content Knowledge
Educational Technology
Professional Development
Target Audience:
High School

Professional Development for K-12 Science Teachers in Linguistically Diverse Classrooms

Principal Investigator:
Minjung Ryu
A sustained professional development program designed to support teachers who teach linguistically diverse group of English learners (ELs). It targets science teachers who teach Grade 9-12 courses in an urban high school that enrolls immigrants and former refugees. Roughly 45% of the student population are classified as ELs and collectively speak more than 40 different languages. Our team engages science teachers in this school in online PD workshops and lesson study throughout a school year.
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Discipline/Topic:
Science
Broadening Participation
Professional Development
Target Audience:
High School

Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

Principal Investigator:
Douglas Clements
The ULTIMATE (Understanding Learning Trajectories In Math: Advancing Teacher Education) project will evaluate Learning Trajectories as a complete early mathematics intervention by supporting teachers in deepening their understanding of how children learn mathematics and how to incorporate this understanding. Drs. Clements and Sarama have built a professional development tool, called Learning and Teaching with Learning Trajectories, or [LT]2. The team will investigate the positive impacts both in supporting teachers and on students' learning of mathematics.
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Discipline/Topic:
Mathematics
Broadening Participation
Classroom Practice
Cognitive Science
Curriculum
Educational Technology
Pedagogical Content Knowledge
Professional Development
Target Audience:
Pre-Kindergarten

Improving Grades 6-8 Students' Mathematics Achievement in Modeling and Problem Solving through Effective Sequencing of Instructional Practices

Principal Investigator:
Joe Champion

With operating title Researching Order of Teaching (ROOT), this project brings together 100 middle grades mathematics teachers in a teacher-researcher alliance to articulate effective instructional practices for promoting modeling and problem-solving achievement. Strategies center around Explicit Attention to Concepts and Student Opportunities to Struggle, culminating in a randomized cluster crossover trial. The poster includes results from the first two years, featuring professional development materials, a video observation tool, and findings from classroom studies.

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Discipline/Topic:
Mathematics
Classroom Practice
Professional Development
Target Audience:
Middle School

Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical Changes

Principal Investigator:
Ellen Yezierski
To move from an emphasis on description of phenomena to deep understanding consistent with the NGSS, this project develops new teaching and research scholars with expertise in building conceptual understanding through the effective use of visualization to help their students build accurate molecular-level mental models to explain phenomena. VisChem Institutes employ carefully produced animations with teaching strategies informed by a cognitive learning model. Research thus far has explored early teacher chemistry and pedagogical learning.
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Discipline/Topic:
Science
Classroom Practice
Curriculum
Disciplinary Content Knowledge
Professional Development
Target Audience:
High School

Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation

Mathematics
Pedagogical Content Knowledge
Professional Development
High
Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.
Access Link
https://link.springer.com/article/10.1007/s10857-021-09500-9#Ack1
Author/Presenter

Carlos Nicolas Gomez Marchant

Hyejin Park

Yuling Zhuang

Jonathan K. Foster

AnnaMarie Conner

Lead Organization(s)
The University of Texas at Austin
University of Georgia (UGA)
Year
2021
Short Description

Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, authors examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation

Science
Assessment
Classroom Practice
Curriculum
Pedagogical Content Knowledge
Professional Development
Middle

We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Access Link
https://link.springer.com/article/10.1007/s10956-021-09921-4
Author/Presenter

J. Bryan Henderson

Nicole Zillmer

April Holton

Steven Weiner

Eric Greenwald

Megan Goss

M. Lisette Lopez

Christina Morales

P. David Pearson

Katherine L. McNeill

Lead Organization(s)
Arizona State University (ASU)
Year
2021
Short Description

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation

Science
Assessment
Classroom Practice
Curriculum
Pedagogical Content Knowledge
Professional Development
Middle

We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Access Link
https://link.springer.com/article/10.1007/s10956-021-09921-4
Author/Presenter

J. Bryan Henderson

Nicole Zillmer

April Holton

Steven Weiner

Eric Greenwald

Megan Goss

M. Lisette Lopez

Christina Morales

P. David Pearson

Katherine L. McNeill

Lead Organization(s)
Arizona State University (ASU)
Year
2021
Short Description

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation

Science
Assessment
Classroom Practice
Curriculum
Pedagogical Content Knowledge
Professional Development
Middle

We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Access Link
https://link.springer.com/article/10.1007/s10956-021-09921-4
Author/Presenter

J. Bryan Henderson

Nicole Zillmer

April Holton

Steven Weiner

Eric Greenwald

Megan Goss

M. Lisette Lopez

Christina Morales

P. David Pearson

Katherine L. McNeill

Lead Organization(s)
Arizona State University (ASU)
Year
2021
Short Description

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

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