Resources

STELAR submitted the attached paper in conjunction with our participation in a poster session held for NSF-grantees at the American Society for Engineering Education (ASEE) annual conference. The paper highlights the purpose of the ITEST Program, how STELAR supports and synthesizes project findings, and provides data and information on ITEST projects focused on engineering. The National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program supports the research and development of innovative models for engaging PreK–12 students in authentic experiences

This framework identifies 10 foundational career competency areas correlated to characteristics of future work at the Human Technology Frontier and what thought leaders in the field believe successful workers in those environments need to know and be able to do. It is meant as a guide for teachers interested in helping their students develop the foundations of skills, knowledge, and abilities needed to be successful in life when they exit formal schooling. Many of the suggested competencies may already be included in the curriculum or pedagogy in K-8 classrooms. In those cases, this guide may

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

In this chapter, we use the Framework for Teaching Practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009) as a conceptual tool for analyzing the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements: decompositions, representations, and approximations of practice. We use these three elements to examine the literature on professional development and discuss how

Many mathematics teachers agree that engaging students in high-quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. Activating Math Talk tackles this challenge by bringing practical, math-specific, productive discourse techniques that are applicable to any lesson or curriculum. Framed around 11 student-centered discourse techniques, this research-based book connects purposeful instructional techniques to specific lesson goals and includes a focus on

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