Middle

Studying moths is an excellent way to include students in science practices by introducing them to a ubiquitous but under-appreciated animal group that can be found in their local places, including urban, suburban, agricultural, forested, and other habitats. In this paper, we share a simple, low-cost method that can allow individual students or groups to collect moth specimens and begin to ask and answer questions about moth diversity and abundance in their local community.

In this paper, we examine traditional psychosocial approaches to the study of student agency in science education, emphasizing the importance of incorporating sociocultural and critical perspectives.

These high-quality, NGSS-aligned science lesson plans are built on phenomena meaningful to rural students. They include plans for middle school science, as well as high school biology, Earth science, chemistry, and physics.

This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that provide a vital foundation for supporting student motivation. The toolkit contains resources for the five MDPs: belonging, confidence, learning orientation, autonomy, and relevance. It describes connections between enacting the MDPs and delivering instruction based on the NGSS and outlinines the reciprocal relationship between supporting student motivation and implementing phenomenon-centered science instruction, integrating crosscutting concepts, and promoting the eight science and engineering practices from the NGSS.

This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that provide a vital foundation for supporting student motivation. The toolkit contains resources for the five MDPs: belonging, confidence, learning orientation, autonomy, and relevance. It describes connections between enacting the MDPs and delivering instruction based on the NGSS and outlinines the reciprocal relationship between supporting student motivation and implementing phenomenon-centered science instruction, integrating crosscutting concepts, and promoting the eight science and engineering practices from the NGSS.

This toolkit lays important groundwork to help teachers successfully enact motivation design principles (MDPs) in support of student motivation and engagement in science. It addresses the reciprocal relationship between motivationally supportive teaching and equitable science instruction and provides guidance on general classroom organization, routines, policies, and climate considerations that provide a vital foundation for supporting student motivation. The toolkit contains resources for the five MDPs: belonging, confidence, learning orientation, autonomy, and relevance. It describes connections between enacting the MDPs and delivering instruction based on the NGSS and outlinines the reciprocal relationship between supporting student motivation and implementing phenomenon-centered science instruction, integrating crosscutting concepts, and promoting the eight science and engineering practices from the NGSS.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.