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Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
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This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience…
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Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader…
Fostering Critical Consciousness: A Systematic Review of K-12 Teachers’ Integrations of Sociopolitical Issues in Science and Mathematics Classrooms
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Efforts towards providing inclusive science and mathematics education for marginalized students are increasingly found in literature advocating for equity-oriented instruction through supporting students’ critical…
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There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area…
Connecting Expertise in Noticing Children’s Mathematical Thinking and Conducting Whole-Class Discussions
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Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking in…
Discursive Differences in Written Feedback of Individuals with Varied Teaching Experiences: Towards Validating Knowledge of Content and Teaching Specific to Proof
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Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of…
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…
Asset-based Computational Thinking in Early Childhood Classrooms: Centering Students’ Expertise in a Community of Learners
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Computational thinking CT is central to computer science, yet there is a gap in the literature on the best ways to implement CT in early childhood classrooms. The purpose of this qualitative study was to explore how early…
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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…
Ways Researchers Can Use Teacher Noticing to Inform the Conceptualization of a Complex Teaching Practice
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Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’…
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Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students’ ideas and…
Effects of Perceptual and Cognitive Factors on Preservice Teachers’ Professional Noticing: A Grounded Cognitive Perspective of Professional Noticing
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Professional noticing is a critical skill for teachers, enabling them to interpret and respond to significant moments in the classroom to support student learning. While recent theoretical papers have broadened the…
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Teacher preparation programs need to consider how to support elementary science teachers in developing their knowledge related to environmental and climate justice. Working with children to determine steps they can take…
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…
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Innovative science curricula aim to transform classroom instruction by emphasizing socio-scientific issues (SSI), student-centered inquiry, and culturally relevant pedagogy. Engaging with new and innovative curricula has…
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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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…
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In our elementary science methods courses, we aim to shift our preservice teachers’ view of science instruction beyond teacher-directed, hands-on “touching and telling,” toward a student-centered approach that emphasizes…
Pathways into the CTE Teaching Profession: A Descriptive Analysis of Degrees, Licenses, and Race in Maryland
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Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession…
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…
Designing for Systemic Coherence: A Framework for Supporting Instructional Improvement in Mathematics Education
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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…
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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…
Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts
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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.…