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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.

Learning About Science Topics of Social Relevance Using Lower and Higher Autonomy-Supportive Scaffolds

Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing more autonomy support than the other, to determine whether any differential effects existed between the two.

Author/Presenter

Eric C. Schoute

Janelle M. Bailey

Doug Lombardi

Year
2024
Short Description

Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing more autonomy support than the other, to determine whether any differential effects existed between the two.

Learning About Science Topics of Social Relevance Using Lower and Higher Autonomy-Supportive Scaffolds

Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing more autonomy support than the other, to determine whether any differential effects existed between the two.

Author/Presenter

Eric C. Schoute

Janelle M. Bailey

Doug Lombardi

Year
2024
Short Description

Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing more autonomy support than the other, to determine whether any differential effects existed between the two.

“I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics

This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35, 589–622) sociotransformative constructivism framework, findings illuminate how dialogic conversation, authentic activity, and metacognition supported Mr.

Author/Presenter

Kari Kokka

Year
2024
Short Description

This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice.

Using Simulations to Support Students’ Conceptual Development Related to Wildfire Hazards and Risks from an Experiential Learning Perspective

From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors captured in log files, responses to an assessment administered before and after the module, and demographic surveys, as well as teachers’ responses to a post-module implementation survey.

Author/Presenter

Trudi Lord

Paul Horwitz

Hee-Sun Lee

Amy Pallant

Christopher Lore

Lead Organization(s)
Year
2024
Short Description

From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena.

Profiling Teachers’ Motivation for Professional Development: A Nationwide Study

Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels.

Author/Presenter

Eric Richter

Tim Fütterer

Arthur Eisenkraft

Christian Fischer

Year
2024
Short Description

Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis.

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.

Analysing Students' Concept Mapping Style and Its Association with Task Performance in Computer-based Inquiry Learning

Background
In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry task performance.

Author/Presenter

Juanjuan Chen

Minhong Wang

Tina A. Grotzer

Chris Dede

Lead Organization(s)
Year
2024
Short Description

In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry task performance. This study explored students' concept mapping style and its association with task performance in computer-based inquiry learning.

5D Assessment Development Tool

Our 5D assessment development process is eight phases, each with a clear goal and tools to support task development. The tools and processes are combined in the 5D Assessment Development Tool for easy access from a single source.

Author/Presenter

5D Assessment Team

Lead Organization(s)
Year
2023
Short Description

Our 5D assessment development process is eight phases, each with a clear goal and tools to support task development. The tools and processes are combined in the 5D Assessment Development Tool for easy access from a single source.