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Recent DRK-12 Publications (2023-24)
Information provided by project members. To see additional materials, visit cadrek12.org.
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DRK-12 ProjectPI(s)TitleCitationLinks
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Advancing, Supporting, and Sustaining Equity Among Elementary Teachers of ScienceElizabeth DavisMoving Beyond Equity-as-Access: Expanding What Counts as Science in the Elementary ClassroomGunckel, K., Davis, E. A., & Bautista, J. (2024). Moving beyond equity-as-access: Expanding what counts as science in the elementary classroom. Science and Children, 61(1), 32-37. DOI: 10.1080/00368148.2023.2292392. https://www.nsta.org/science-and-children/science-and-children-januaryfebruary-2024/moving-beyond-equity-access
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Boosting Data Science Teaching and Learning in STEMKirsten DaehlerCentering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science InstructionWong, N., Elsayed, R., Nilsen, K., Perez, L. R., & Daehler, K. R. (2024). Centering educators’ voices in the development of professional learning for data-rich, place-based science instruction. Education Sciences, 14(4). https://doi.org/10.3390/educsci14040356https://www.mdpi.com/2227-7102/14/4/356
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Boosting Data Science Teaching and Learning in STEMKirsten DaehlerOpening the Door to Data Science in STEM ClassroomsPerez , L. & Lionberger, K. (2023, May 3). Opening the door to data science in STEM classrooms. NextGenScience.https://ngs.wested.org/doortodatascience/
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Building a Teacher Knowledge Base for the Implementation of High-Quality Instructional Resources Through the Collaborative Investigation of Video Cases (Collaborative Research: DiNapoli)Joseph DiNapoliCharacterizing Mathematics Teacher Learning Patterns Through Collegial Conversation in a Community of PracticeDiNapoli, J., Daniel, A., Leonard, H. S., Kim, Y., Bonaccorso, V. D., & Murray, E. (2023). Characterizing mathematics teacher learning patterns through collegial conversation in a community of practice. Journal of Mathematics Education Leadership, 24(2), 25-47. https://www.mathedleadership.org/docs/resources/journals/NCSMJournalVol24Num2.pdf#page=25
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Connecting Elementary Mathematics Teaching to Real-World Issues (Collaborative Research)Mathew Felton; Eva ThanheiserBuilding Critical Community Through Identity SharingRobinson, M., Thanheiser, E., Koestler, C., Sugimoto, A., Han, S. B., Felton-Koestler, M., Thompson, J., Wolfe, L., & Bartels, H. (accepted, expected Summer 2024). Building critical community through identity sharing. In Koestler & Thanheiser’s (Eds). Building community to center equity and justice in mathematics teacher education: Association of Mathematics Teacher Educators professional book series. IAP.
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Connecting Elementary Mathematics Teaching to Real-World Issues (Collaborative Research)Mathew Felton; Eva ThanheiserConstruct It! What’s in a Name? Collecting, Organizing, and Representing DataThanheiser, E., Koestler, C., Sugimoto, A. T., & Felton-Koestler, M. D. (2023). Construct it! What’s in a name? Collecting, organizing, and representing data. Mathematics Teacher: Learning and Teaching PK-12, 116(10), 746-752.https://pubs.nctm.org/view/journals/mtlt/116/10/article-p746.xml
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Connecting Elementary Mathematics Teaching to Real-World Issues (Collaborative Research)Mathew Felton; Eva ThanheiserCore Practices Central to Connecting Mathematics to Social and Political Issues When Designing and Implementing Tasks in Elementary ClassroomsKoestler, C., Felton-Koestler, M., Thanheiser, E., & Sugimoto, A. (accepted). Core practices central to connecting mathematics to social and political issues when designing and implementing tasks in elementary classrooms. Proceedings of the 15th annual meeting of the International Congress on Mathematical Education. Sydney, Australia.
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Connecting Elementary Mathematics Teaching to Real-World Issues (Collaborative Research)Mathew Felton; Eva ThanheiserReal World Critical Mathematics Lesson: A Way to Leverage Students’ Conceptual Understanding and Sociopolitical AwarenessHan, S. & Thanheiser, E. (2023). Real world critical mathematics lesson: A way to leverage students’ conceptual understanding and sociopolitical awareness. In Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV Vol 1 (pp. 583-592)
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Contextualizing Data Education via Project-based LearningChad DorseyA Search for Data Offers a New Friendship and Answers to 8th Graders’ QuestionsRoderick, S. (July 6, 2023). A search for data offers a new friendship and answers to 8th graders’ questions. The Concord Consortium. https://concord.org/blog/a-search-for-data-offers-a-new-friendship-and-answers-to-8th-graders-questions/
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Contextualizing Data Education via Project-based LearningChad DorseyData Stories and Interdisciplinary Project-based LearningPolman, J., Tran, T., & Miller, K. (2023). Data stories and interdisciplinary project-based learning. @Concord, 27(2), 12–13. https://concord.org/newsletter/2023-fall/data-stories-and-interdisciplinary-project-based-learning/
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Contextualizing Data Education via Project-based LearningChad DorseyTeacher Innovator Interview: Rachel FolgerThe Concord Consortium (2023). Teacher innovator interview: Rachel Folger. @Concord, 27(1), 15. https://concord.org/newsletter/2023-spring/teacher-innovator-interview-rachel-folger/
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COVID Connects Us: Nurturing Novice Teachers' Justice Science Teaching IdentitiesApril LuehmannA Core Set of Practices for Justice-Centered Ambitious ScienceLuehmann, A., Merliss, Gena, Campbell, T, Zhang, Y, Cooke, H. & Scipio, D. (2024). A core set of practices for justice-centered ambitious science. The International Conference of the Learning Sciences (ICLS). Buffalo, NY, USA: International Society of the Learning Sciences.
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COVID Connects Us: Nurturing Novice Teachers' Justice Science Teaching IdentitiesApril LuehmannShaping Ambitious Science Teaching to Be Culturally Sustaining and Productive in a Rural Context: Toward a Justice-Centered Ambitious Science Teaching FrameworkLuehmann, A., Zhang, Y., Tulbert, E., Boyle, H., Merliss, E., & Sullivan, K. (2023). Shaping ambitious science teaching to be culturally sustaining and productive in a rural context: Toward a justice-centered ambitious science teaching framework. Journal of Research in Science Teaching.https://onlinelibrary.wiley.com/doi/full/10.1002/tea.21917
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Creating a Model for Sustainable Ambitious Mathematics Programs in High-Need Settings: A Researcher-Practitioner CollaborationJeffrey ChoppinDemands, Tensions, and Resources When Implementing Ambitious MathematicsChoppin, J., Green, C., & Zahner, W. (2024). Demands, tensions, and resources when implementing ambitious mathematics. Education Policy Analysis Archives.https://epaa.asu.edu/index.php/epaa/article/view/8098
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Design and Development of a K-12 STEM Observation Protocol (Collaborative Research)Emily Dare; Elizabeth Ring-Whalen; Gillian RoehrigInvestigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM UnitsForde, E. N., Robinson, L., Ellis, J., & Dare, E. A. (2023). Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units. Disciplinary and Interdisciplinary Science Education Research, 5(3), 1-18. https://doi.org/10.1186/s43031-022-00070-1https://diser.springeropen.com/articles/10.1186/s43031-022-00070-1
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Design and Development of a K-12 STEM Observation Protocol (Collaborative Research)Emily Dare; Elizabeth Ring-Whalen; Gillian RoehrigThe Rise of STEM Education: STEM Curriculum Development and ImplementationRoehrig, G. H., Dare, E. A., Wieselmann, J. R., & Ring-Whalen, E. A. (2023). The rise of STEM education: STEM curriculum development and implementation. In R. Tierney, F. Rizvi, & K. Ercikan (Eds), International Encyclopedia of Education (pp. 153-163). Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.13056-8https://www.sciencedirect.com/science/article/abs/pii/B9780128186305130568?via%3Dihub
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Design and Implementation of Immersive Representations of PracticeKarl KoskoDeep Learning-based Student Learning Behavior Understanding Framework in Real Classroom SceneYang, Y., Ren, Z., Lenart, C., Corsello, A., Kosko, K., Su, S., & Guan, Q. (2023). Deep learning-based student learning behavior understanding framework in real classroom scene. In Proceedings of the International Conference on Machine Learning and Applications (ICMLA). Institute of Electrical and Electronics Engineers.
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Design and Implementation of Immersive Representations of PracticeKarl KoskoEvaluating How Extended Reality Delivery Device and Preservice Teacher Major Impact Presence in Immersive Learning EnvironmentsGandolfi, E., Ferdig, R. E., & Kosko, K. W. (2024). Evaluating how extended reality delivery device and preservice teacher major impact presence in immersive learning environments. British Journal of Educational Technology. http://doi.org/10.1111/bjet.13446https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13446
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Design and Implementation of Immersive Representations of PracticeKarl KoskoExploring Teacher Knowledge and Noticing with Eye Tracking and 360 VideoKosko, K. W., Austin, C. K., & Zolfaghari, M. (2023). Exploring teacher knowledge and noticing with eye tracking and 360 video. In G. Cobbs & D. Kombe (Eds.), Proceedings of the 50th annual meeting of the Research Council of Mathematics Learning (pp. 37-45), Las Vegas, NV: RCML. https://www.rcml-math.org/assets/Proceedings/RCML%202023_Final_Proceedings.pdf#page=37
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Design and Implementation of Immersive Representations of PracticeKarl KoskoExploring the Relationships Between Teacher Noticing, Ambisonic Audio, and Variance in Focus When Viewing 360 VideoFerdig, R. E., Kosko, K. W., & Gandolfi, E. (2023). Exploring the relationships between teacher noticing, ambisonic audio, and variance in focus when viewing 360 video. Educational Technology, Research and Development, 71, 881-899. https://doi.org/10.1007/s11423-023-10215-2https://link.springer.com/article/10.1007/s11423-023-10215-2
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Design and Implementation of Immersive Representations of PracticeKarl KoskoGaze Analysis System for Immersive 360 Video for Preservice Teacher EducationLenart, C., Ahadian, P., Yang, Y., Suo, S., Corsello, A., Kosko, K., & Guan, Q. (2023). Gaze analysis system for immersive 360 video for preservice teacher education. In A. El Saddik, T. Mei, R. Cucchiara (Eds.), Proceedings of ACM Multimedia (pp. 8608-8616). Association of Computing Machinery (ACM). https://doi.org/10.1145/3581783.3613908https://dl.acm.org/doi/10.1145/3581783.3613908
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Design and Implementation of Immersive Representations of PracticeKarl KoskoInnovative Research Approaches to Mathematics Teacher NoticingKaiser, G., Scheiner, T., Ayalon, M., Kosko, K. W., Kersting, N. B., Ferandez, C., Superfine, A. C., Walkoe, J., Bastian, A., Hoth, J., Lorrain, M., Yang, X., & Choy, B. H. (2023). Innovative research approaches to mathematics teacher noticing. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 103–133). PME. https://www.researchgate.net/publication/372420404_Innovative_research_approaches_to_mathematics_teacher_noticing
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Design and Implementation of Immersive Representations of PracticeKarl KoskoMathematics and Science Teacher Educators’ Use of Representations of Practice: A Mixed Methods StudyAustin, C. K., Kosko, K. W., & Hiesler, J. L. (2023). Mathematics and science teacher educators’ use of representations of practice: A mixed methods study. School Science and Mathematics Journal, 123(1), 14-25. http://doi.org/10.1111/ssm.12563https://onlinelibrary.wiley.com/doi/10.1111/ssm.12563
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Design and Implementation of Immersive Representations of PracticeKarl KoskoRelationships Between Prospective Teachers’ Heart Rate Variation and Noticing of Children’s MathematicsKosko, K. W., & Ferdig, R. E. (2023). Relationships between prospective teachers’ heart rate variation and noticing of children’s mathematics. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 203–210). PME. https://www.researchgate.net/publication/372457753_Kosko_Ferdig_2023_PME
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Design and Implementation of Immersive Representations of PracticeKarl KoskoTeachers’ Knowledge and Use of Visual Fraction RepresentationsKosko, K. W., Austin, C. K., & Zolfaghari, M. (2023). Teachers’ knowledge and use of visual fraction representations. In T. Lamberg & D. Moss (Eds.), Proceeding of the 45rd Annual Meeting of the North American Chapter for the Psychology of Mathematics Education (Vol. I, pp. 79-84). Reno, NV.
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Design and Implementation of Immersive Representations of PracticeKarl KoskoUsing Fitbits and Heart Rate Variance (HRVa) to Understand Preservice Teacher Experiences in Extended RealityFerdig, R., Kosko, K., & Gandolfi, E. (2023). Using Fitbits and heart rate variance (HRVa) to understand preservice teacher experiences in extended reality. In E. Langran (Ed.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 1173-1179). New Orleans, LA: SITE.https://www.learntechlib.org/p/221982/
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Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical ChangesEllen YezierskiApplying the VisChem Approach in High School Classrooms: Chemical Learning Outcomes and LimitationsMagnone, K. Q. & Yezierski, E. J. (2024). Applying the VisChem Approach in high school classrooms: Chemical learning outcomes and limitations. Journal of Chemical Education, 101(3), 727–740. https://doi.org/10.1021/acs.jchemed.3c00827https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00827
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Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical ChangesEllen YezierskiBeyond Convenience: A Case and Method for Purposive Sampling in Chemistry Teacher Professional Development ResearchMagnone, K. Q. & Yezierski, E. J. (2024). Beyond convenience: A case and method for purposive sampling in chemistry teacher professional development research. Journal of Chemical Education, 101(3), 718–726. https://doi.org/10.1021/acs.jchemed.3c00217https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00217
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Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical ChangesEllen YezierskiGenerating an Evidence-based Guide to Scaffolding Sodium Chloride Dissolution Using the VisChem ApproachMagnone, K. Q. & Yezierski, E. J. (2024). Generating an evidence-based guide to scaffolding sodium chloride dissolution using the VisChem Approach. Journal of Chemical Education, 101(4), 1416–1424. https://doi.org/10.1021/acs.jchemed.3c00989https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00989
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Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical ChangesEllen YezierskiInvestigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry InstructionWu, M-Y M., & Yezierski, E. (2023). Investigating teacher-teacher feedback: Uncovering useful socio-pedagogical norms for reform-based chemistry instruction. Journal of Chemical Education, 100(11), 4224-4236. https://doi.org/10.1021/acs.jchemed.3c00409
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Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical ChangesEllen YezierskiInvestigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept DevelopmentWu, M-Y M., & Yezierski, E. (2023). Investigating the mangle of teaching oxidation-reduction with the VisChem approach: Problematising symbolic traditions that undermine chemistry concept development. Chemistry Education Research and Practice, 24, 807-827.https://pubs.rsc.org/en/content/articlelanding/2023/rp/d2rp00321j
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Design Talks: Building Community with Elementary Engineering (Collaborative Research)Chelsea Andrews; Jessica WatkinsDesign Talks: Fostering Whole-Class Conversations During Engineering Design UnitsWendell, K., Watkins, J., Andrews, C., DeLucca, N., Pangan, T., Woodcock, R., Gor, V., Malinowski, M., & Sood, N. (2024). Design talks: Fostering whole-class conversations during engineering design units. Science and Children.https://www.tandfonline.com/doi/full/10.1080/00368148.2023.2292391
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Design Talks: Building Community with Elementary Engineering (Collaborative Research)Chelsea Andrews; Jessica WatkinsThe Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-MakingWendell, K., Andrews, C., & Watkins, J., & Malinowski, M. (2023). The role of whole-class conversations in supporting early elementary students’ engineering design sense-making. Presented at 2023 International Conference of the Learning Sciences, Montreal, June 2023.https://repository.isls.org/handle/1/10134
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Designing Computational Modeling Curricula Across Science Subjects to Study How Repeated Engagement Impacts Student Learning Throughout High SchoolLuke ConlinA Framework to Integrate Computational Modeling Practices with Three-Dimensional NGSS LearningWagh, A., Conlin, L., Wendel, D., Anderson, E. & Schoenfeld, I. (2024). A framework to integrate computational modeling practices with three-dimensional NGSS learning. To be published in the Proceedings of the International Society of Learning Sciences.
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Designing Computational Modeling Curricula Across Science Subjects to Study How Repeated Engagement Impacts Student Learning Throughout High SchoolLuke ConlinExploring the Affective Dimension of Integrating Computational Modeling with Science LearningConlin, L., Mesiner, E. & Wagh, A. (2024). Exploring the affective dimension of integrating computational modeling with science learning. To be published in the Proceedings of the International Society of Learning Sciences.
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Developing a Generalized Storyline that Organizes the Supports for Evidence-based Modeling of Long-Term Impacts of Disturbances in Complex SystemsSteven McGeeDesigning Educative Tools for Scientific Argumentation: A Case Study of DBR Before and During the PandemicEasley, K. M., McGee, S., & McGee-Tekula, R., Britt, M.A., Rupp, K., & Higgs, K. (2023). Designing educative tools for scientific argumentation: A case study of DBR before and during the pandemic. In Spector, M. J., Lockee, B. B., Childress, M.D. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_178-1https://link.springer.com/referenceworkentry/10.1007/978-3-319-17727-4_178-1
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Developing a Generalized Storyline that Organizes the Supports for Evidence-based Modeling of Long-Term Impacts of Disturbances in Complex SystemsSteven McGeeScientific Communities of Practice: K–12 Outreach Model Around Organism Responses to Repeated Hurricane DisturbancesEasley, K. M., Zimmerman, J. K., McGee, S., & McGee-Tekula, R. (2023). Scientific communities of practice: K12 outreach model around organism responses to repeated hurricane disturbances. Ecosphere, 14(7): e4624. https://doi.org/10.1002/ecs2.4624https://esajournals.onlinelibrary.wiley.com/doi/10.1002/ecs2.4624
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Developing a Multi-Disciplinary STEM Education Model for Multilingual Learners that Meets Societal ChallengesOkhee LeeJustice-Centered STEM Education with Multilingual Learners to Address Societal ChallengesLee, O., & Grapin, S. E. (in press). Justice-centered STEM education with multilingual learners to address societal challenges. Educational Leadership.
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Developing a Multi-Disciplinary STEM Education Model for Multilingual Learners that Meets Societal ChallengesOkhee LeeJustice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-MakingGrapin, S. E., Haas, A., McCoy, N., & Lee, O. (2023). Justice-centered STEM education with multilingual learners: Conceptual framework and initial inquiry into pre-service teachers’ sense-making. Journal of Science Teacher Education, 34(5), 522-543.https://doi.org/10.1080/1046560X.2022.2130254
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Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer ScienceSatabdi BasuDesigning Standards-aligned Formative Assessments to Explore Middle School Students’ Understanding of AlgorithmsBasu, S., Rutstein, D., Rachmatullah, A., Tate, C., Yang, H., & Ortiz, C. (2023, April) Designing standards-aligned formative assessments to explore middle school students’ understanding of algorithms. Paper presented at the annual conference of American Educational Research Association (AERA), Chicago.https://convention2.allacademic.com/one/aera/aera23/index.php?program_focus=view_paper&selected_paper_id=2017404&cmd=online_program_direct_link&sub_action=online_program#selected_tag
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Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer ScienceSatabdi BasuExploring Middle School Students’ Understanding of Algorithms Using Standards‐aligned Formative Assessments: Teacher and Researcher PerspectivesBasu, S., Rutstein, D., Tate, C., Rachmatullah, A., Yang, H. & Ortiz, C. (2023). Exploring middle school students’ understanding of algorithms using standards‐aligned formative assessments: Teacher and researcher perspectives. In Proceedings of the 17th International Conference of the Learning Sciences (ICLS), Montreal, Canada.https://repository.isls.org/handle/1/9863
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Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer ScienceSatabdi BasuUncovering Middle School CS Students’ Understanding of Variables and Control Structures: A Cognitive Think-Aloud ApproachYang, H., Basu, S., Rutstein, D., Rachmatullah, A., Tate, C., Ortiz, C., & Rulifson. (2023) Uncovering middle school CS students’ understanding of variables and control structures: A cognitive think-aloud approach. In Proceedings of the 17th International Conference of the Learning Sciences (ICLS), Montreal, Canada.https://repository.isls.org/handle/1/10201
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Developing an Online Game to Teach Middle School Students Science Research Practices in the Life Sciences (Collaborative Research)Ryan Baker; David Gagnon; Shari MetcalfOpen Game Data: A Technical Infrastructure for Open Science with Educational GamesGagnon, D. & Swanson, L. (2023). Open game data: A technical infrastructure for open science with educational games. In: Haahr, M., Rojas-Salazar, A., Göbel, S. (eds) Serious Games. JCSG 2023. Lecture Notes in Computer Science, 14309. Springer, Cham. https://doi.org/10.1007/978-3-031-44751-8_1https://link.springer.com/chapter/10.1007/978-3-031-44751-8_1
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Developing an Online Game to Teach Middle School Students Science Research Practices in the Life Sciences (Collaborative Research)Ryan Baker; David Gagnon; Shari MetcalfShifts in Student Attitudes and Beliefs About Science Through Extended Play in an Immersive Science GameMetcalf, S. J., Gagnon, D., & Slater, S. (2024). Shifts in student attitudes and beliefs about science through extended play in an immersive science game. In: Bourguet, M. L., Krüger, J. M., Pedrosa, D., Dengel, A., Peña-Rios, A., & Richter, J. (eds) Immersive Learning Research Network. iLRN 2023. Communications in Computer and Information Science, 1904. Springer, Cham. https://doi-org.ezproxy.library.wisc.edu/10.1007/978-3-031-47328-9_25
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Developing an Online Game to Teach Middle School Students Science Research Practices in the Life Sciences (Collaborative Research)Ryan Baker; David Gagnon; Shari MetcalfStruggling to Detect Struggle in Students Playing a Science Exploration GameLiu, X., Slater, S., Andres, J., Swanson, L., Scianna, J., Gagnon, D., & Baker, R. S. (2023). Struggling to detect struggle in students playing a science exploration game. CHI PLAY Companion '23: Companion Proceedings of the Annual Symposium on Computer-Human Interaction in Play. https://doi.org/10.1145/3573382.3616080https://dl.acm.org/doi/10.1145/3573382.3616080
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Developing and Evaluating Assessments of Problem-Solving in Computer Adaptive Testing Environments (Collaborative Research)Jonathan Bostic; Toni May-SondergeldEngaging Hearts and Minds in Assessment and Validation ResearchBostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621https://doi.org/10.1111/ssm.12621
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Developing and Evaluating Assessments of Problem-Solving in Computer Adaptive Testing Environments (Collaborative Research)Jonathan Bostic; Toni May-SondergeldExamining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment OutcomesMay, T. A., Koskey, K. L. K., Bostic, J. D., Stone, G. E., Kruse, Lance M., & Matney, G. (2023). Examining how using dichotomous and partial credit scoring models influence sixth-grade mathematical problem-solving assessment outcomes. School Science and Mathematics. https://doi.org/10.1111/ssm.12570https://onlinelibrary.wiley.com/doi/10.1111/ssm.12570
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Developing and Testing a Learning Progression for Middle School Physical Science Incorporating Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting ConceptsPeng HeApplying Rasch Measurement to Assess Knowledge-in-Use in Science EducationHe, P., Zhai, X., Shin, N., Krajcik, J. (2023). Applying Rasch measurement to assess knowledge-in-use in science education. In: Liu, X., Boone, W.J. (eds) Advances in Applications of Rasch Measurement in Science Education. Contemporary Trends and Issues in Science Education, vol 57. Springer, Cham. https://doi.org/10.1007/978-3-031-28776-3_13.https://link.springer.com/chapter/10.1007/978-3-031-28776-3_13
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Developing and Testing a Learning Progression for Middle School Physical Science Incorporating Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting ConceptsPeng HeDeveloping Three-Dimensional Learning Progressions of Energy, Interaction, and Matter at Middle School Level: A Design-based ResearchHe, P., Shin, N., & Krajcik, J. (in press). Developing three-dimensional learning progressions of energy, interaction, and matter at middle school level: A design-based research. In Jin, H., Yan, D., & Krajcik, J. Handbook of Research in Science Learning Progressions. Routledge.
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Developing and Testing a Learning Progression for Middle School Physical Science Incorporating Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting ConceptsPeng HeIntegrating Artificial Intelligence into Learning Progression-based Learning Systems to Support Student Knowledge-in-Use: Opportunities and ChallengesHe, P. Shin, N. Kaldaras L., & Krajcik, J. (in press). Integrating artificial intelligence into learning progression-based learning systems to support student knowledge-in-use: Opportunities and challenges. In Jin, H., Yan, D., & Krajcik, J. Handbook of Research in Science Learning Progressions. Routledge.
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Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching About Matter and Its Interactions Within Teacher Education Settings (Collaborative Research: Hanuscin)Deborah HanuscinDesigning Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its InteractionsHanuscin, D., Borda, E., Melton, J., & Mikeska, J. N. (2024). Designing educative curriculum materials for teacher educators: Supporting preservice elementary teachers’ content knowledge for teaching about matter and its interactions. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10453-7https://link.springer.com/article/10.1007/s10763-024-10453-7
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Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching About Matter and Its Interactions Within Teacher Education Settings (Collaborative Research: Hanuscin)Deborah HanuscinElementary Science Teacher Educators Learning Together: Catalyzing Change With Educative Curriculum Materials and Vignette WritingAsim, S., Davis, J., Kinskey, M., Lavender, H., Murray, J., Obery, A., Sherwood, C.-A., & Voss, S. (2023). Elementary Science Teacher Educators Learning Together: Catalyzing Change With Educative Curriculum Materials and Vignette Writing. Innovations in Science Teacher Education, 8(3). https://innovations.theaste.org/elementary-science-teacher-educators-learning-together-catalyzing-change-with-educative-curriculum-materials-and-vignette-writing/
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Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching About Matter and Its Interactions Within Teacher Education Settings (Collaborative Research: Mikeska)Jamie MikeskaDesigning Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its InteractionsHanuscin, D., Borda, E., Melton, J., & Mikeska, J. N. (2024). Designing educative curriculum materials for teacher educators: Supporting preservice elementary teachers’ content knowledge for teaching about matter and its interactions. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-024-10453-7https://link.springer.com/article/10.1007/s10763-024-10453-7
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Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching About Matter and Its Interactions Within Teacher Education Settings (Collaborative Research: Mikeska)Jamie MikeskaDeveloping and Using a Scalable Assessment to Measure Preservice Elementary Teachers' Ccontent Knowledge for Teaching About MatterCastellano, K. E., & Mikeska, J. N. (2023). Developing and using a scalable assessment to measure preservice elementary teachers’ content knowledge for teaching about matter. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21894https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21894
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineA Case Study of K-8 Mathematics Teachers’ Agency and Learning Within a Research-Practice PartnershipHan, A. (2023, in progress). A case study of K-8 mathematics teachers’ agency and learning within a research-practice partnership (Publication Number, not yet assigned) [Doctoral dissertation, University of Illinois at Chicago]
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineAnalyzing Teacher Learning in a Research Practice PartnershipAkgul, E. S. & Castro Superfine, A. (2023, June). Analyzing teacher learning in a research practice partnership. Paper presented at the International Society of the Learning Sciences Annual Conference, Montreal, Canada. https://repository.isls.org/handle/1/10323
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineBuilding a Scalable Model for Effective Networked Improvement Across Schools: The Case of District Math Leadership TeamsDe Voto, C., Pitvorec, K., & Castro Superfine, A. (in press). Building a scalable model for effective networked improvement across schools: The case of district math leadership teams. In J. Eckert & B. Carpenter (Eds.), Catalytic improvement communities. Information Age.
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineDistrict Leaders as Brokers or Barriers to Scaling Up K-12 Continuous Improvement CommunitiesDe Voto, C., Pitvorec, K., & Cosner, S. (2023, Nov.). District leaders as brokers or barriers to scaling up K-12 continuous improvement communities. Paper presented at the University Council for Educational Administration Annual Conference, Minneapolis, MN.
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineHow Research-Practice Partnerships Learn to Develop Goals for Math and Identify Local Problems of PracticeSuperfine, B. M., De Voto, C., Castro Superfine, A., Cosner, S., & Han, A. (in press). How research-practice partnerships learn to develop goals for math and identify local problems of practice. In E. Reynolds & S. Hayes (Eds.), Continuous improvement: A leadership process for school improvement (pp. 315-335). Information Age.
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineK-12 Leader Responses and Organizational Preparedness During COVID-19De Voto, C., & Superfine, B. M. (2023, April). K-12 leader responses and organizational Preparedness during COVID-19. Paper presented at the American Educational Research Association Annual Conference, Chicago, IL.
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineMeasuring the Impact of Research-Practice Partnerships: Lessons from the CASPIR Math ProjectCastro Superfine, A., & Superfine, B. (2023, June). Measuring the impact of research-practice partnerships: Lessons from the CASPIR Math project. Paper presented at the International Society of the Learning Sciences Annual Conference, Montreal, Canada.
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineNavigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 PandemicDe Voto, C., Superfine, B. M., DeWitt, M. (2023). Navigating policy and local context in times of crisis: District and school administrator responses to the COVID-19 pandemic. Educational Administration Quarterly, 59(2). https://doi.org/10.1177/0013161X231163870https://journals.sagepub.com/doi/10.1177/0013161X231163870
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineResearch-Practice Partnerships and Network EffectivenessSuperfine, B. M., De Voto, C., Siciliano, M., & Castro Superfine, A. (under review). Research-practice partnerships and network effectiveness. American Educational Research Journal.
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineResults from Research-Practice Partnership Focused on Organizational and Individual Capacity-Building to Improve Mathematics InstructionCastro Superfine, A., Superfine, B. M., De Voto, C., Dewit, M., Han, A., Akgul, E., Yin, Y. (2023, April). Results from research-practice partnership focused on organizational and individual capacity-building to improve mathematics instruction. Paper presented at the American Educational Research Association Annual Conference, Chicago, IL.
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineThe Crisis You Can’t Plan For: K-12 Leader Responses and Organisational Preparedness During COVID-19De Voto, C., & Superfine, B. M. (2023). The crisis you can’t plan for: K-12 leader responses and organisational preparedness during COVID-19 (special issue). School Leadership & Management, 43(4), 369-389. https://doi.org/10.1080/13632434.2023.2171003https://www.tandfonline.com/doi/abs/10.1080/13632434.2023.2171003
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Developing Organizational Capacity to Improve K-8 Mathematics Teaching and LearningAlison Castro SuperfineThe Crisis You Can’t Plan For: K-12 Leader Responses and Organisational Preparedness During COVID-19De Voto, C., & Superfine, B. M. (2023, April). The crisis you can’t plan for: K-12 leader responses and organisational preparedness during COVID-19. Paper presented at the American Educational Research Association Annual Conference, Chicago, IL.
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Developing Teacher Noticing in Engineering in an Online Professional Development ProgramMerredith PortsmoreExamining Interactions Between Dominant Discourses and Engineering Educational Concepts in Teachers' Pedagogical ReasoningDe Lucca, N., Watkins, J., Swanson, R. D., & Portsmore, M. (2023). Examining interactions between dominant discourses and engineering educational concepts in teachers' pedagogical reasoning. Journal of Engineering Education, 113(1), 30–52. https://doi.org/10.1002/jee.20563https://onlinelibrary.wiley.com/doi/10.1002/jee.20563
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Developing Teacher Noticing in Engineering in an Online Professional Development ProgramMerredith Portsmore“That is Still STEM”: Appropriating the Engineering Design Process to Challenge Dominant Narratives of Engineering and STEMWatkins, J. (2023). “That is still STEM”: Appropriating the engineering design process to challenge dominant narratives of engineering and STEM. Cognition and Instruction, 41(4), 405-435. DOI: 10.1080/07370008.2022.2156512https://www.tandfonline.com/doi/full/10.1080/07370008.2022.2156512
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Developing the Pedagogical Skills and Science Expertise of Teachers in Underserved Rural SettingsRebecca SansomTechnology-Mediated Lesson Study: A Step-by-Step GuideHudson, M., Leary, H., Longhurst, M., Stowers, J., Poulsen, T., Smith, C., & Sansom, R. L. (2024). Technology-mediated lesson study: A step-by-step guide. International Journal for Lesson and Learning Studies.https://www.emerald.com/insight/content/doi/10.1108/IJLLS-07-2023-0094/full/html
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Empowering Students with Choice Through Equitable and Interactive Mathematical Modeling (EIM2)Hyunyi JungEngineering Connections in Culturally-Responsive Mathematical Modeling ProblemsBrady, C., Jung, H., de Alejandro, J., Coleman-King, C., de Araujo, Z., & Sutcliffe, K. (2023). Engineering connections in culturally-responsive mathematical modeling problems. American Society for Engineering Education. Baltimore Convention Center, MD.https://peer.asee.org/board-268-engineering-connections-in-culturally-responsive-mathematical-modeling-problems
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Enhancing Energy Literacy Through Place-based Learning: Using the School Building to Link Energy Use with Earth SystemsLaura ZangoriDevelopment of a Socio-ecological Learning Performance for Middle School Students’ Ideas About Energy FlowZangori, L., Snyder, R., Cole, L., Otto, S., Fallahhosseini, S., (2024, April 11 – 14). Development of a socio-ecological learning performance for middle school students’ ideas about energy flow. [Poster Session]. American Educational Research Association (AERA), Philadelphia, PA.
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Enhancing Energy Literacy Through Place-based Learning: Using the School Building to Link Energy Use with Earth SystemsLaura ZangoriEnergy and Your Environment (EYE): Place-based Curriculum Unit to Foster Students’ Energy LiteracyZangori, L., Otto, S., Cole, L., Snyder, R., Oertli, R. T., & Fallahhosseini, S. (2024). Energy and your environment (EYE): Place-based curriculum unit to empower students’ energy literacy and conservation. In X. Fazio (Ed). Science Curricula for The Anthropocene: Curriculum Models for Our Collective Future – Volume II, Palgrave/Springer Nature.https://link.springer.com/book/10.1007/978-3-031-37391-6
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Environmental Innovation Challenges: Teaching and Learning Science Practices in the Context of Complex Earth SystemsGillian PuttickInnovate to Mitigate: Teacher Role in a Student CompetitionPuttick, G., Drayton, B., & Gasca, S. (2023). Innovate to Mitigate: Teacher role in a student competition. Proceedings of the International Society of the Learning Sciences Annual Conference, June 2023, 1817-1818. https://repository.isls.org/bitstream/1/10035/1/ICLS2023_1817-1818.pdf
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Environmental Innovation Challenges: Teaching and Learning Science Practices in the Context of Complex Earth SystemsGillian PuttickOpen Innovation Challenge to Mitigate Global WarmingPuttick, G., Drayton, B., & Gasca, S. (2023). Open innovation challenge to mitigate global warming. Connected Science Learning, 5(5).https://www.nsta.org/connected-science-learning/connected-science-learning-september-october-2023/open-innovation
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Geological Construction of Rock Arrangements from Tectonics: Systems Modeling Across ScalesAmy PallantThinking Outside the Box of RocksLord, T., & Pallant, A. (2023). Thinking outside the box of rocks. The Earth Scientist, XL(3), 25–32.https://concord.org/wp-content/uploads/publications/thinking-outside-the-box-of-rocks.pdf
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How Multi-digit Number Names Guide Attention, Memory, and Place Value Learning in Early Elementary MathematicsLei YuanLanguage Systematizes Attention: How Relational Language Enhances Relational Representation by Guiding AttentionYuan, L., Novack, M., Uttal, D., & Franconeri, S. (2023). Language systematizes attention: How relational language enhances relational representation by guiding attention. Cognition, 243. doi: 10.1016/j.cognition.2023.105671.https://www.sciencedirect.com/science/article/abs/pii/S0010027723003050?via%3Dihub
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Incorporating Professional Science Writing into High School STEM Research ProjectsSarah FankhauserIncreasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research ProgramKim, C., Preston Jr., K., Braga, A., Fankhauser, S.C. Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program. 2023. Journal of Microbiology and Biology Education, 24(1), e00199-22. https://doi.org/10.1128/jmbe.00199-22 https://journals.asm.org/doi/10.1128/jmbe.00199-22
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Invigorating Statistics Teacher Education Through Professional Online Learning (InSTEP)Hollylynne LeeEngagement in the InSTEP Professional Learning Platform: Developing Expertise to Teach Data and StatisticsMojica, G. F., Thrasher, E., Kuhlman, A., Graham, B., Lee, H. S., & Pace, M. (2023). Engagement in the instep professional learning platform: Developing expertise to teach data and statistics. Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2, 560-569.http://www.pmena.org/pmenaproceedings/PMENA%2045%202023%20Proceedings%20Vol%202.pdf
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Invigorating Statistics Teacher Education Through Professional Online Learning (InSTEP)Hollylynne LeeOnline Teacher Professional Learning: An Approach to Foster Personalized PathwaysLee, H.S.,Thrasher, E., Grossman, M., Mojica,G.F., Graham, B., & Kuhlman, A. (2023). Online teacher professional learning: An approach to foster personalized pathways. Research report presented at the Annual Research Conference of the National Council of Teachers of Mathematics, October, Washington, DC.https://www.k12dive.com/news/from-public-health-to-personal-finance-statisticalliteracy-is-essential-f/618614/
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Learning About Viral Epidemics Through Engagement with Different Types of ModelsTroy SadlerExploring System Dynamics of Complex Societal Issues Through Socio-scientific ModelsKe, L., Kirk, E., Lesnefsky, R., & Sadler, T. D. (2023). Exploring system dynamics of complex societal issues through socio-scientific models. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1219224https://www.frontiersin.org/articles/10.3389/feduc.2023.1219224/full
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Learning About Viral Epidemics Through Engagement with Different Types of ModelsTroy SadlerSocioscientific Modeling as an Approach Towards Justice-Centred Science PedagogyLesnefsky, R. R., Kirk, E., Yeldell, J., Sadler, T. D., & Ke, L. (2023). Socioscientific modeling as an approach towards justice-centred science pedagogy. London Review of Education, 21(1), 1-15. DOI: 10.14324/LRE.21.1.30.https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.21.1.30
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Learning About Viral Epidemics Through Engagement with Different Types of ModelsTroy SadlerSocioscientific Modeling: Helping Students See Systems and Understand Messy IssuesKirk, E. A., Sadler, T. D., Xu, Z., Elsner, J. N., Lesnefsky, R. R., & Ke, L. (2024). Socioscientific modeling: Helping students see systems and understand messy issues. Science Scope.https://www.tandfonline.com/doi/full/10.1080/08872376.2024.2314698
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Life Right Here and Everywhere: Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School SettingsNancy SongerHow Do We Design Curricula to Foster Innovation, Motivation and Interest in STEM Learning?Calabrese, J. E., Songer, N. B., Cordner, H., & Aina, D. K., Jr. (2023). How do we design curricula to foster innovation, motivation and interest in STEM learning? Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/JRIT-06-2023-0064https://www.emerald.com/insight/content/doi/10.1108/JRIT-06-2023-0064/full/html
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Life Right Here and Everywhere: Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School SettingsNancy SongerInspiring STEM Education Focused on SolutionsSonger, N. B. (2023). Inspiring STEM education focused on solutions. Open Access Government July 2023, pp.322-323. https://doi.org/10.56367/OAG-039-10836https://www.openaccessgovernment.org/article/inspiring-stem-education-focused-on-solutions/162342/
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Life Right Here and Everywhere: Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School SettingsNancy SongerWhy Is Engineering Design Important for All Learners?Songer, N. B. (2023). Why is engineering design important for all learners?. Open Access Government April 2023, pp.300-301. https://doi.org/10.56367/OAG-038-10193https://www.openaccessgovernment.org/article/engineering-design-important-leaners-stem/155374/
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Life Right Here and Everywhere: Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School SettingsNancy SongerYouth as Essential Problem-Solvers of Our FuturesSonger, N. B. (2023). Youth as essential problem-solvers of our futures. Open Access Government October 2023, pp. 312-313. https://doi.org/10.56367/OAG-040-10836https://www.openaccessgovernment.org/article/youth-as-essential-problem-solvers-of-our-futures/167916/
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Life Right Here and Everywhere: Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School SettingsNancy SongerYouths’ Solutions to Local Invasive SpeciesCalabrese, J.E., Songer, N.B. (2024) Youths’ solutions to local invasive species. Open Access Government January 2024. https://www.openaccessgovernment.org/article/youths-solutions-to-local-invasive-species/172602/#:~:text=By%20encouraging%20students%20to%20build,requiring%20specialised%20equipment%20or%20training.&text=In%20addition%20to%20designing%20and,outside%20their%20schools%20or%20homes
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Locally Adaptable Instructional Materials and Professional Learning Design for Place-based Elementary ScienceKatahdin Cook WhittHow it All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling PhenomenaMohan, L., Harris, E., & Guy-Gaytan, C. (2023). How it all happened: Cause and effect as a lens and thinking tool to observe and make sense of two puzzling phenomena. Science and Children, 60(7).https://www.nsta.org/science-and-children/science-and-children-fall-2023/how-it-all-happened
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Locally Adaptable Instructional Materials and Professional Learning Design for Place-based Elementary ScienceKatahdin Cook WhittRelated Paper Set: Designing, Supporting, and Enacting Elementary Science Units for Teacher Phenomenon AdaptationCook Whitt, K., Harris, E., Kenyon, L., Kenyon, F.L., Hanson, A., Tate, R., Mohan, L., & Guy-Gatan, C. (2023a, April). Related Paper Set: Designing, supporting, and enacting elementary science units for teacher phenomenon adaptation. Related paper set presented at the National Association for Research in Science Teaching Annual Conference, Chicago, IL.https://sites.google.com/mmsa.org/pebles2/our-work?authuser=0
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Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial ReasoningLeanne Ketterlin GellerConnecting Classroom Assessment with Learning Goals and Instruction Through Theories of LearningKetterlin-Geller, L. R. & Harris, C. J. (2023). Connecting classroom assessment with learning goals and instruction through theories of learning. In C. Harris, E. Wiebe, S. Grover, & J.W. Pellegrino (Eds.). Classroom-based STEM Assessment: A Synthesis Report (pp. 83-94). Community for Advancing Discovery Research in Education (CADRE). Education Development Center, Inc.https://cadrek12.org/sites/default/files/2023-08/Classroom-Based%20STEM%20Assessment%20FULL%20REPORT.pdf#page=21
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Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial ReasoningLeanne Ketterlin GellerDesigning Classroom Assessments With the End User in MindKetterlin-Geller, L. R., McMurrer, J., & Barton, T. (in press). Designing classroom assessments with the end user in mind. International Journal of Testing.
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Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial ReasoningLeanne Ketterlin GellerIterative Cognitive Interview Design to Uncover Children’s Spatial ReasoningThomas, E. R., Pinilla, R. K., Ketterlin-Geller, L. R., & Hatfield, C. (2023). Iterative cognitive interview design to uncover children’s spatial reasoning. Practical Assessment, Research & Evaluation, 28(1), Article 12. https://doi.org/10.7275/pare.1918https://scholarworks.umass.edu/pare/vol28/iss1/12
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Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial ReasoningLeanne Ketterlin GellerThe Development and Validation of a Survey Measuring Opportunity to Learn Spatial Reasoning Skills at HomeWellberg, S., Sparks, A., & Ketterlin-Geller, L. R. (2023). The development and validation of a survey measuring opportunity to learn spatial reasoning skills at home. Practical Assessment, Research & Evaluation, 28(1). https://doi.org/10.7275/pare.1885https://openpublishing.library.umass.edu/pare/article/id/1885/
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Measuring the Effectiveness of Middle School STEM-Innovation and Engineering Design CurriculaMeltem AlemdarScaling STEM-ID—Research Strategies to Inform Initial Scaling of Middle School Engineering CurriculaBaptiste Porter, D., Gale, J., Alemdar, M., Newton, S., Rehmat, A., Choi, J., Capozzoli, T., & Rosen, J. (2023). Scaling STEM-ID—Research strategies to inform initial scaling of middle school engineering curricula. Proceedings of the American Society of Engineering Education (ASEE) 2023.https://peer.asee.org/board-186-work-in-progress-scaling-stem-id-research-strategies-to-inform-initial-scaling-of-middle-school-engineering-curricula
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Mobilizing Physics Teachers to Promote Inclusive and Communal Classroom Cultures Through Everyday Actions (Collaborative Research)Beth Cunningham; Claudia Fracchiolla; Zahra HazariExamining the Effect of Counternarratives About Physics on Women’s Physics Career IntentionsPotvin, G., Hazari, Z., Khatri, R., Cheng, H., Head, T. B., Lock, R. M., Kornahrens, A.F., Woodle, K.S., Vieyra, R.E., Cunningham, B.A., Kramer, L., & Hodapp, T. (2023). Examining the effect of counternarratives about physics on women’s physics career intentions. Physical Review Physics Education Research, 19(1), 010126.https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.19.010126
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Mobilizing Physics Teachers to Promote Inclusive and Communal Classroom Cultures Through Everyday Actions (Collaborative Research)Beth Cunningham; Claudia Fracchiolla; Zahra HazariSTEP UP: Supporting Teachers in Having Difficult ConversationsDreyfuss, B. B. (2023). STEP UP: Supporting teachers in having difficult conversations. The Physics Teacher, 61(9), 812-813. https://doi.org/10.1119/5.0185564https://pubs.aip.org/aapt/pte/article-abstract/61/9/812/2923542/STEP-UP-Supporting-teachers-in-having-difficult?redirectedFrom=fulltext
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Modeling Assessment to Enhance Teaching and Learning (Collaborative Research: Lehrer)Richard LehrerMeasuring and Visualizing Space in Elementary Mathematics LearningLehrer, R., & Schauble, L. (2023). Measuring and visualizing space in elementary mathematics learning. New York & London: Routledge.https://www.routledge.com/Measuring-and-Visualizing-Space-in-Elementary-Mathematics-Learning/Lehrer-Schauble/p/book/9781032262727
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Moving Beyond Pedagogy: Developing Elementary Teachers' Adaptive Expertise in Using the Epistemic Complexity of ScienceBrian HandAnchoring Phenomena and Summary Writing Working Together to Improve Student LearningHart, A., Dursun, J., Suh, J., Hand, B., & Fulmer, G. (2023). Anchoring phenomena and summary writing working together to improve student learning. Science Activities, 60(2). https://doi.org/10.1080/00368121.2023.2168242https://www.tandfonline.com/doi/full/10.1080/00368121.2023.2168242