Middle

This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the tools to enhance instruction and increase equitable outcomes for students and communities historically underrepresented in mathematics.

The Concord Consortium is proud to announce a new grant from the National Science Foundation for our Intelligent Simulation-based Learning About Natural Disasters (ISLAND) project. ISLAND will harness the power of artificial intelligence to help middle school students explore wildfires, floods, and hurricanes through scientific simulations—building critical knowledge and science practices for understanding and responding to natural hazards.

The disciplines provide a wealth of resources to make sense of complex problems; when taking a transdisciplinary approach, students have the opportunity to engage in inquiry with local issues of meaning that can allow for deeper learning and engagement. Curriculum design experts from the Center for Technology and School Change propose a process for teachers to design STEM curriculum that prioritizes inquiry rooted in the community that empowers students to be active participants in a democratic society.

Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and interviews. The survey was completed by 169 participants and included 20 follow-up interviews with middle school science teachers enacting the OpenSciEd curriculum across the United States.

Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and complex communication skills. The purpose of this systematic review and meta-analysis was to evaluate extant literature on inquiry-based science interventions for SWD in service of developing scientific practices. We identified 26 studies in 22 articles and 3 dissertations for inclusion in this review.

There is a compelling need to strengthen professional learning (PL) regarding systems thinking, since it crosses all disciplinary boundaries and is a crosscutting concept in the Next Generation Science Standards. Yet research has shown that effectively deploying systems thinking in the classroom is challenging both for students and for teachers.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.