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Equity-Focused, Rubric-based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction
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This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental…
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Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach…
Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)alignments Between Instructional Expectations and Professional Development Utility
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Sustained professional development is critical to support mathematics teachers’ development of ambitious instructional practices. This study aimed to better understand the factors and conditions that impact mathematics…
Teachers as Agentic Synthesizers: Recontextualizing Personally Meaningful Practices from Professional Development
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Teacher learning from professional development (PD) remains undertheorized. Most PD studies focus on its content or structure to gauge learning, leaving substantive gaps in our understanding of teacher learning processes…
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Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement…
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In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research…
Ten Years of Three-Dimensional Science and Its Implementation in the Secondary Classroom: A Scoping Review
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In the decade following the release of the Next-Generation Science Standards in the United States, many efforts have occurred to reform K-12 science teaching. While not all states have adopted NGSS, 48 of 50 have…
Developing Elementary Teachers’ Climate Change Knowledge and Self-efficacy for Teaching Climate Change Using Learning Technologies
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Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting…
Exploring Teachers’ Eye-Tracking Data and Professional Noticing When Viewing a 360 Video of Elementary Mathematics
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Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of…
Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices
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This paper explores the transformative impact of generative artificial intelligence (GenAI) on teachers’ roles and agencies in education, presenting a comprehensive framework that addresses teachers’ perceptions, knowledge…
Speak Up or Stay Silent: How Does Teachers’ Verbal Participation in a Professional Development Programme Relate to Instructional Outcomes?
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Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended…
“Adapting for a Local Space Can be Tricky”: Designing Units for Teachers to Localize Through Phenomenon Adaptation
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Learning science in the context of local phenomena and problems can be powerful for young people. Yet, designing place-based instructional materials is resource intensive, limiting broad access. This study investigates how…
Co-designing Citizen Science Projects for Elementary Schools in New Hampshire Through Teacher and Community-based Extension Science Volunteer Partnerships
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In the United States, reforms put forth by Next Generation Science Standards have increased the demand for K-12 teacher professional development in science instruction. This study investigates a new professional…
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-based Research: A Conceptual Framework
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This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning…
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We explore how a professional development program enabled educators to stretch their ideas related to equitable participation in elementary mathematics classrooms, and their district's policy aimed at promoting equitable…
Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry
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Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S. middle-grades mathematics teachers’ interpretations of evidence of students’…
The Interplay Between Teacher Professional Development and Noticing: An Analysis of How Noticing Changes and What Teachers Attribute to Changes or Consistencies
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Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers…
Building Instructional Capacity and Creating Opportunities for Professional Growth: Mathematics Professional Development for Paraeducators
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Paraeducators provide essential academic support for young learners of mathematics. However, they have limited opportunities to engage in professional development (PD) that is responsive to their instructional needs and…
Enhancing Mathematical Instruction for Emergent Bilinguals Through Collaborative Situated Professional Development
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This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD)…
Teacher Feedback Guiding Professional Development Programs: A 2-Year Field Trial Integrating Science and Language with Multilingual Learners
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Since the release of A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), there has been an urgent need for teacher professional development (PD) programs that support the…
History, Hope, and Humility in Praxis: Co-determining Priorities for Professional Learning with Content Area Teachers
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This study examines an expansive shift in the priorities of professional learning within a collective of high school science teachers, scientists, community organizers, youth, and educational researchers who were working…
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Gutiérrez’s equity framework, derived from mathematics education research, defines equity in terms of four dimensions: access, achievement, identity, and power. Access and achievement yield outcomes that reify the status…
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This study captures the experiences of rural teachers with a large-scale online professional learning (PL) program for teaching science and engineering in their contexts and suggests guidelines for designing effective…
What Does Knowledge of Dialogue and Argument Mean for Elementary Teachers’ Instructional Practices? A Case Study
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This study aimed to explore the development of teachers’ knowledge of dialogue and argument through three specific knowledge bases: declarative, procedural, and epistemic. Additionally, the study sought to understand the…
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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…