Standards

Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’ knowledge of language as an epistemic tool. Rasch modelling was used to examine 15 items’ fit statistics and the functioning of a previously-designed questionnaire’s response categories. Cronbach’s alpha reliability was also examined. Additionally, interviews were used to investigate teachers’ interpretations of each item to identify ambiguous items.

K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK) . We respond to this need by describing the design of a CS-PCK instrument for ‘Algorithms and Programming’ that measures three broad constructs: (a) teachers’ understanding of standards and standards-alignment, (b) teachers’ formative assessment practices, and (c) teachers’ self-efficacy for teaching and assessing CS.

The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school years, and tend to receive different professional development (PD) for each curriculum they are required to teach.

Science teacher leaders have been identified as an important lever for the implementation of science education reform. However, science reform implementation is locally controlled and not uniform across districts; therefore, the work of STLs within a reform context can vary. In this descriptive case study, we explore the work of 11 science teacher leaders who support science education reform in a variety of organizational contexts.

Songer, N.B. (2022 April) Training a new generation of problem solvers: How can education programs develop the problem-solving skills of today's schoolchildren and tomorrow's STEM workforce? Open Access Government.

This report describes initial findings from a study of middle school science curriculum materials that were designed to promote learning as called for by the Next Generation Science Standards (NGSS).

WestEd led an independent randomized controlled trial to evaluate the efficacy of the NGSS-designed Amplify Science Middle School (ASMS) curriculum. This study examined the impact of the materials in 7th grade classrooms across three school districts in two states.

This review synthesizes findings from 18 NSF-funded projects, totaling nearly $22 million, that studied scientific modeling in science education from prekindergarten to Grade 12. The projects typically used descriptive designs to understand digital and nondigital modeling resources that help students explore scientific phenomena. Further, the projects provide initial evidence that resources supporting student modeling, such as modeling platforms and computer simulations, can promote science learning.

Key Findings

The study explored the verb clauses and thematic development evident in curriculum materials and in transcripts of teachers planning lessons using the materials. A central argument is that though teacher characteristics influence the ways they plan lessons with curriculum materials, the materials themselves influence teachers’ planned lessons via the ways mathematics is construed in the materials. We used verb clause and thematic analysis to analyze the features of curriculum materials and teachers’ lesson planning using those materials.

This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers.

Development of these tasks and associated resources will be ongoing, throughout the duration of the project period. These updates may include new and revised tasks, tasks for additional performance expectations, task rubrics, and other teacher materials and guides to support classroom assessment.

This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers.

Development of these tasks and associated resources will be ongoing, throughout the duration of the project period. These updates may include new and revised tasks, tasks for additional performance expectations, task rubrics, and other teacher materials and guides to support classroom assessment.