This paper has two goals: First, to detail processes through which a project funded under a National Science Foundation workforce development program (Innovative Technology Experiences for Students and Teachers, ITEST) leveraged active partnerships among government agencies, industry firms, and universities to develop and study an innovative, out-of-school information system and technology workforce education program. The aim of the program was to improve equity of opportunity for high school girls. The program engaged young women from underrepresented subgroups in data science, analytics

This article shares a mathematics discourse technique adapted from literacy instruction and designed to prepare students' engagement in a mathematics task by model mathematical thinking. The Math Think Aloud is used during the launch of a lesson to provide access to the mathematics and help students make sense of the task so they are able to work on the task and share their mathematical thinking. Successes, challenges, and tips for effective implementation are shared.

This article presents a mathematics discourse technique adapted from literacy instruction to promote sense making when teachers are launching a lesson about story problems. Math Bet Lines helps all students engage with the meaning of the story problem and is particularly beneficial for emergent multilingual learners. In this article we discuss how teachers implemented the Math Bet Lines technique and share their successes, challenges, and tips for overcoming those challenges.

This article describes a mathematics professional development program for elementary school teachers focused on improving mathematics discourse for all students, in particular emergent multilingual learners. Frameworks, such as the Math Discourse Matrix (Sztajn, Heck, & Malzahn, 2020) that characterizes four types of discourse (correcting, eliciting, probing, responsive) and other resources aimed at planning and implementing lessons that support emergent multilingual learners' engagement in productive mathematical discussions are shared.

In this paper, we engage in an analysis of professional development design, examining professional development activities and the sequencing of professional learning tasks. We use a theoretical framework typically used in pre-service teacher education to understand the design of one professional development program. Our overarching goal is to theorize about how to design professional development and sequence professional learning tasks for practicing teachers. Specifically, this study uses the concepts of decompositions of practice (Grossman et al., 2009), and levels of decomposition (Boerst

Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed schools across the country, pre-service teachers’ field experiences were disrupted. This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning. The findings suggest that there were gains and losses in terms of the pre-service teachers’ ability to develop essential skills; classroom management skills suffered while formative assessment practices, innovative lesson delivery, and reflection on

This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy. Professional Learning and Development (PLD) providers’ geospatial technology (GST) skills, understanding of programme principles, preparation, and stages of concern for implementing POD Teacher Workshops were investigated. The POD Team analysed previous POD PLD models. Using these results, the POD Academy and Guide were developed, enacted, and revised. Two cohorts ( n  = 28) participated in the POD FA designed to prepare PLD providers

In 2013 The Franklin Institute, a leading science museum in Philadelphia, Pennsylvania, received a grant from the National Science Foundation (#1138911) to reach under-resourced urban communities by strengthening the capacity of afterschool centers to offer STEM programming. Integrating Science Into Afterschool: A Three-Dimensional Approach to Engaging Underserved Populations In Science, or “STEM 3D,” was a five-year project that aspired to integrate STEM learning across afterschool, home, and community as a strategy for building positive science identities and creating viable STEM pathways

Mobile geospatial technologies enable high school students to engage in authentic scientific data collection and analysis that promote spatial-thinking and reasoning skills, as well as problem-solving in a school’s local environment. We developed and implemented an Ecological Services investigation aligned to the Next Generation Science Standards in an urban high school with a large population of economically disadvantaged students. The investigation includes local field data collection with mobile devices and classroom data analysis using a freely available Web Geographic Information System

Digital East St. Louis, a project supported by a National Science Foundation ITEST grant, is a collaboration between Southern Illinois University’s STEM Center and the IRIS Center for the Digital Humanities to design programming that encourages newfound interest in technology via a place-based approach to the digital humanities. I serve as the project’s curriculum director, alongside STEM’s Instructional Designer Matthew Johnson and English Professor Howard Rambsy. The informal educational program provides participants in grades six - nine in real life (IRL) experiences as they tell the