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Engineering design systematically identifies needs, wants, and problems and then devises solutions to address them. A central component of our work is guiding students in the engineered design of solutions to local…
Elementary Preservice Teachers' Responsiveness While Eliciting Students' Initial Arguments and Encouraging Critique in Online Simulated Argumentation Discussions
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Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation-focused discussion, particularly in an online simulated teaching experience. The purpose of this study was…
Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation-based Discussions
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This study investigated how preservice elementary teachers' (PSTs) noticed the discourse practices they used to position students and their scientific thinking as they engaged a group of student avatars in argumentation-…
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TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
Kirkman, R. (…
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In this article, we describe our implementation of an innovative approximation of practice in teacher education: chat-based role-play. In so doing, we share our collective experiences as teacher educators about how the…
Scientific Communities of Practice: K–12 Outreach Model Around Organism Responses to Repeated Hurricane Disturbances
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Collaboration between ecologists and learning scientists can give rise to powerful models for scientific outreach within ecology. This paper presents a process by which learning scientists and ecologists codesigned a…
Designing Educative Tools for Scientific Argumentation: A Case Study of DBR Before and During the Pandemic
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Design-based research is uniquely positioned to adapt instructional resources quickly to meet the needs of teachers and students. This chapter explores how researchers adapted and improved two educative tools over the…
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In this report section, we discuss the importance of aligning classroom assessments with learning goals and instructional practices to both shape and evaluate students’ learning opportunities.
In this…
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This article offers spatial reasoning math activities for school and home learning.
Perry, L., Kuehnert, E., & Ketterlin-Geller, L. R. (2022). Promoting spatial orientation: A math activity for…
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Cognitive interviews play an important role in articulating the intended construct of educational assessments. This paper describes the iterative development of protocols for cognitive interviews with kindergarten through…
The Development and Validation of a Survey Measuring Opportunity to Learn Spatial Reasoning Skills at Home
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The early development of spatial reasoning skills has been linked to future success in mathematics, but research to date has mainly focused on the development of these skills within classroom settings rather than at home.…
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Collaborative partnerships between families and teachers have the potential to support and transform students’ mathematics learning experiences. This study focused on interactions among mothers and teachers of multilingual…
Multilingual Classrooms: Development of an Observational Analytic Tool to Examine Mathematics Instruction
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This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual…
Scaling STEM-ID—Research Strategies to Inform Initial Scaling of Middle School Engineering Curricula
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This work-in-progress paper discusses a three-year middle school Engineering and Technology course sequence that integrates foundational mathematics and science in an engineering context through challenges that introduce…
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This chapter describes our middle school energy literacy project to develop, implement, and test curriculum materials for a unit titled Energy and Your Environment (EYE). EYE fosters place-based education by using the…
Characterizing Mathematics Teacher Learning Patterns Through Collegial Conversation in a Community of Practice
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We examined secondary (6-12) mathematics teachers’ participation in a professional development (PD) model where they collectively investigated video cases of students engaging with ambitious instructional materials. We…
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Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide…
The Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-Making
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We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute…
Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-Making
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Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and…
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This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and…
The Crisis You Can’t Plan For: K-12 Leader Responses and Organisational Preparedness During COVID-19
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Unlike many types of educational crises, the COVID-19 pandemic was a crisis leaders could not have prepared for. But research is only starting to examine how leaders’ responses and organisational context have played a role…
Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic
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This article examines how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a…
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Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning…
Designing Standards-aligned Formative Assessments to Explore Middle School Students’ Understanding of Algorithms
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'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the…
Exploring Middle School Students’ Understanding of Algorithms Using Standards-aligned Formative Assessments: Teacher and Researcher Perspectives
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‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper…