What's New on CADREK12.org
Posted: Friday, October 19
Posted: Friday, October 19
Resource | Why discourse deserves our attention!
In A. Florio (Editor) Mathematics for every student: Responding to diversity, Grades 9-12 (pp. 103-115). Reston, Va: NCTM.
In A. Florio (Editor) Mathematics for every student: Responding to diversity, Grades 9-12 (pp. 103-115). Reston, Va: NCTM.
Posted: Friday, October 19
Resource | What question would I be asking myself in my head? Helping all students reason mathematically
Chapter to appear in C. Malloy (Series Editor) Mathematics for all: Instructional strategies for diverse classrooms, Grades 6-8. Reston, VA: NCTM.
Chapter to appear in C. Malloy (Series Editor) Mathematics for all: Instructional strategies for diverse classrooms, Grades 6-8. Reston, VA: NCTM.
Posted: Friday, October 19
Resource | What Knowledge Mediates Teachers’ Appropriation of High Leverage Practices? (Cartier, Lancaster)
Posted: Friday, October 19
Posted: Friday, October 19
Posted: Friday, October 19
Posted: Friday, October 19
Resource | Videobased lesson analysis: Effective science PD for teacher and student learning
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-of-practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices…
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-of-practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices…
Posted: Friday, October 19
Posted: Thursday, October 18
Posted: Thursday, October 18
Posted: Thursday, October 18
Posted: Thursday, October 18
Posted: Thursday, October 18
Resource | Unpacking Core Teaching Practices in Elementary Mathematics to Support Teacher Learning and Assessment (Boerst, Moss, Blunk)
In this session, participants explore analytical language developed to “unpack” core practices in mathematics teaching (e.g., leading discussion) when guiding teacher learning and supporting assessment across contexts.
In this session, participants explore analytical language developed to “unpack” core practices in mathematics teaching (e.g., leading discussion) when guiding teacher learning and supporting assessment across contexts.
Posted: Thursday, October 18
Posted: Thursday, October 18
Posted: Thursday, October 18
Resource | Tying Words to Images of Science Teaching (TWIST) (Roth)
Project Goals -Develop and field test a words-to-video images tool for analyzing selected features of science teaching. -Produce a Guide to Video Analysis of Science Teaching that includes a coding manual for the selected lesson features, a training guide for achieving inter-rater agreement, and a CD/DVD containing video segments for use as examples and for practice.
Project Goals -Develop and field test a words-to-video images tool for analyzing selected features of science teaching. -Produce a Guide to Video Analysis of Science Teaching that includes a coding manual for the selected lesson features, a training guide for achieving inter-rater agreement, and a CD/DVD containing video segments for use as examples and for practice.
Posted: Thursday, October 18
Resource | Trying Very Hard to Make Games that Don't Stink: User Testing at the NMSU Learning Games Lab
Posted: Thursday, October 18
Resource | Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with…
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with…
Posted: Thursday, October 18
Resource | Towards an Empirically Grounded Theory of Action for Improving the Quality of Mathematics Teaching at Scale
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with…
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with…
Posted: Thursday, October 18
Posted: Thursday, October 18
Posted: Thursday, October 18
Resource | The Use of Pictorial Supports as an Accommodation for Increasing Access to Test Items for Students with Limited Proficiency in the Language of Testing
This paper reports on an NSF-funded project that examines vignette illustrations (VIs) as a form of testing accommodation for English language learners (ELLs)—students who are developing English as a second language yet they are tested in English, in major assessment programs in the U.S. VIs are pictorial supports intended to make the contentof test items more accessible to ELLs without altering…
This paper reports on an NSF-funded project that examines vignette illustrations (VIs) as a form of testing accommodation for English language learners (ELLs)—students who are developing English as a second language yet they are tested in English, in major assessment programs in the U.S. VIs are pictorial supports intended to make the contentof test items more accessible to ELLs without altering…
Posted: Thursday, October 18
Resource | The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study
In this paper, we report on a study that compares state, national, and international assessment programs as to the characteristics and functions of the illustrations used in their science test items. We used our conceptual framework for examining the characteristics of illustrations in science items (Solano-Flores & Wang, 2009, 2011) to code the illustrations of samples of items. We examined…
In this paper, we report on a study that compares state, national, and international assessment programs as to the characteristics and functions of the illustrations used in their science test items. We used our conceptual framework for examining the characteristics of illustrations in science items (Solano-Flores & Wang, 2009, 2011) to code the illustrations of samples of items. We examined…
Posted: Thursday, October 18
Posted: Thursday, October 18
Posted: Thursday, October 18
Resource | The Inquiry Project: Seeing Weight, Grasping Density (Doubler, Carraher, Asbell-Clarke)
⁃What does it look like to begin reasoning early about density before definitions and formulas? ⁃What sorts of classroom activities and teaching approaches might support this? Although it may be too early to formally introduce density in grade 4, it is not too early to begin reasoning about the concept. In the present examples, density is broached indirectly in activities of: (1) ordering…
⁃What does it look like to begin reasoning early about density before definitions and formulas? ⁃What sorts of classroom activities and teaching approaches might support this? Although it may be too early to formally introduce density in grade 4, it is not too early to begin reasoning about the concept. In the present examples, density is broached indirectly in activities of: (1) ordering…
Posted: Thursday, October 18
Resource | The Evidence Games - Poster Session 2010
Since an August 2010 start date, the Evidence Game team has been engaged in an iterative design and development process for a game to provide middle school students and their teachers with practice in Toulmin’s (1984) model of argumentation as applied to science. The poster session will present the overall conceptual model for a targeted game to provide practice in argumentation and efforts to…
Since an August 2010 start date, the Evidence Game team has been engaged in an iterative design and development process for a game to provide middle school students and their teachers with practice in Toulmin’s (1984) model of argumentation as applied to science. The poster session will present the overall conceptual model for a targeted game to provide practice in argumentation and efforts to…
Posted: Thursday, October 18
Resource | The District Pacing Guide: A Mediator in Enacting Connected Mathematics in an Urban District
Posted: Thursday, October 18