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As educators, we recognize that commercially prepared curricula advertised as “NGSS aligned” do not necessarily emphasize student sensemaking. In this article, we describe our process of modifying such curricula by…
More Than a Sprinkle: Elevating Multiple Perspectives in a Unit Exploring Coasts and Coastal Change in Hawai‘i
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The Exploring Coasts and Coastal Change in Hawai‘i unit supports middle school haumana (students) in developing multi-perspective understanding and personal stances about coastal change in their community. The unit was…
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The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science…
Seeing Our World Through Data: Sixth Graders Integrating Data Investigations in Collaborative Knowledge Building
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Prior research has explored innovative ways to introduce data science to young learners, emphasizing not only the development of data skills but also the connection of data science to students’ authentic inquiries and…
STEM Education with a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach
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The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in…
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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The recent surge of artificial intelligence (AI) in science education has heightened interest among the NARST community—a curiosity about how technology can transform education that has lasted for decades. This growing…
Unveiling Scoring Processes: Dissecting the Differences Between LLMs and Human Graders in Automatic Scoring
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Large language models (LLMs) have demonstrated strong potential in performing automatic scoring for constructed response assessments. While constructed responses graded by humans are usually based on given grading rubrics…
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This article portrays how citizen science (CS) projects can be integrated into elementary classrooms to enhance students’ sensemaking skills and connect to real-world science problems.
This article…
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Teach mathematics and science using materials for the weather-focused Community Collaborative Rain, Hail, & Snow Network project.
Teach mathematics and science using materials for the weather-…
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This chapter features intersections of art, literacy, and creative computing. As a component of STEAM, creative computing augments story creation, or storymaking (Buganza et al., 2023; Compton & Thompson, 2018),…
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…
Early Childhood Teachers’ Use of Asset-based Computational Thinking Pedagogy: Centering Students’ Expertise and Life Experiences
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Computational thinking (CT) is central to computer science, yet there is a gap in the literature on how CT emerges and develops in early childhood especially for children from historically marginalized communities.…
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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…
Culturally and Linguistically Sustaining Formative Assessment in Science and Engineering: Highlighting Multilingual Girls’ Linguistic, Epistemic, and Spatial Brilliances
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This study advances understandings of formative assessment by introducing the Culturally and Linguistically Sustaining Formative Assessment (CLSA) framework, grounded in relational and embodied perspectives and culturally…
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For the promotion of youth voice to be successful, out-of-school-time (OST) program facilitators and classroom teachers need a common understanding of what quality looks and sounds like and support for implementing higher-…
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’…
Re-examining the Relationship Between Three-Dimensional Science and Engineering Knowledge and Student Interest: A Mixed Methods Study
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Now more than ever, the world needs citizens comfortable with interdisciplinary problem- solving in Science, Technology, Engineering, and Mathematics (STEM) to address global environmental and health challenges, including…
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…
The Role of Discrimination and Barriers in the Perceptions of Adolescents With and Without Disabilities of STEM Classes and Jobs
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In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing…
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’…
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…
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Students benefit from having opportunities to explore extensive, complex datasets using technology tools that are intuitive and accessible. Likewise, middle school teachers require convenient access to captivating datasets…
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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…
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This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative,…