Middle

Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science.

Luft, J. A., Hobbs. L., & Hanuscin, D. (Eds.) (2020). Special issue: Out-of-field teaching in science. Journal of Science Teacher Education, 31(7), 719-820.

Since COVID-19 began spreading in the US and quickly established as a global pandemic in March of 2020, the NSF-funded STEM SEALS team at North Florida College faced the touch decision to either

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The power of interviewing students. Mathematics Teacher: Learning and Teaching PK-12, 114(6), 436–444.

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.

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.

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.

In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed.

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks. Student work was documented through the use of smartpen technology which allowed the researchers to "track" students' written work on the proof tasks as well as hear the students' explanations of their thinking about the tasks. Although the two tasks highlighted in this paper were relatively routine triangle congruent proofs, only 7 out of 23 of the sampled students were successful on both proofs.

Beyond initial college preparation, secondary teachers in the United States have few professional opportunities to do and learn challenging mathematics, especially incollaboration with colleagues. The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching.

In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content.