Teacher Practice

Teachers can play critical roles in challenging or reinscribing dominant narratives about what counts as STEM, who is seen within STEM disciplines, and how these disciplines should be taught. However, teachers have often experienced STEM in limited ways in their own education and are thereby provided with few resources for re-imagining these disciplines.

Drawing on Gee's notion of discourses, we examine how teachers incorporate language legitimizing socially and culturally constructed values and beliefs. In particular, we focus on the discourse of ability hierarchy—reflecting dominant values of sorting and ranking students based on perceived academic abilities—and the discourse of individual blame—reflecting dominant framings of educational problems as solely the responsibility of individual students or families.

This book is a guide for K-12 school leaders and educators who are planning to implement new bilingual and dual language (BDL) elementary programs for multilingual learners in the United States, focusing on the integration of subject matter knowledge of STEAM (science, technology, engineering, art, and math) with biliteracy development goals, both in English and a partner language other than English (LOTE).

Repository of project simulation tasks and data.

In this study, we examine the results of high school teacher implementation of the VisChem Approach in four classrooms following an intensive professional development program.

Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students.

This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In this case study, we share and critique the practices and tools that we have employed to center educator voices, rather than those of the PL designers and researchers.

This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation.

Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of language, dialogue and argument that underpin these environments.

With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The study shows a new way to create systematic profiles of AdTex based on the multiple qualitative data sources, including vignettes, interviews, and reflections collected through a multiple-case study with 24 teachers.