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A teacher’s working context is an important factor in how they make sense of and enact curriculum. Understanding how external factors (e.g. state and/or district policies, school cultural norms) interplay with teachers’…
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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Science and engineering offer ways to maintain the thermal comfort of our homes while minimizing impacts on the environment. This article introduces the Energy-Plus House Design Project, an NGSS-aligned curriculum unit…
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Grand Challenges (GCs) are complex, global, and multifaceted science and societal problems such as climate change, viral pandemics, loss of biodiversity, and quests for new energy sources. In this article, we advance a…
Textbooks as a Resource for Teaching Mathematics Through Problem Posing: Catalyzing Instructional Change
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Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students’ cognitive and affective aspects of…
A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test
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Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One…
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…
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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…
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We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform.
We describe the development…
Integrating Community Assets, Place-based Learning, and Career Development Through Project-based Learning in Rural Settings
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Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural…
Integrating Math and Science Through Engineering: Illustrative Examples from Curricula Implementation in Middle School Engineering Classrooms
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Engineering has emerged as a promising context for STEM integration in K-12 schools. In the previous decade, the field has seen an increase in curricular resources and pedagogical approaches that invite students to utilize…
Lesson Study with Caregivers as a Resource for a Culturally Sustaining Mathematics Pedagogy for Multilingual Learners
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Research has affirmed the importance of asset-based family partnerships, yet it does not often recognize the complementary roles of multilingual caregivers and teachers to enact culturally sustaining mathematics education…
NLP-Enabled Automated Assessment of Scientific Explanations: Towards Eliminating Linguistic Discrimination
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As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to…
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This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing…
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The Next Generation Science Standards (NGSS) provide guidance for climate education and scientific epistemology in secondary schools. This includes tools like climate models and observational data to help…
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General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is…
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Situated learning has been widely promoted in educational practice, where students are encouraged to learn by exploring real-world problems in authentic contexts. To expand the opportunities for situated learning,…
“We Have a Lot in Common”: Mothers’ and Teachers’ Perspectives on Barriers and Pathways to Mathematical Partnerships
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This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways.
This study…
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This resource shares insights and actionable guidance from CADRE's 2024 Community Partners on how to foster authentic partnerships with schools, districts, and out-of-school learning organizations. Designed for K–12 STEM…
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In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing…
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We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature, and report on how these tests are discussed in the literature, with a…
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…
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This study practically addresses some key challenges teachers face in enacting reform-oriented science teaching and offers suggestions for how continued research regarding norms and uncertainty can continue to further…
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction
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This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content,…
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…