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Designing for Teacher Learning and Enduring Reform Within Science Education
Sun, April 10, 2:45 to 4:15pm, Convention Center, Floor: Level One, Room 101Session Type: Structured Poster Session
Abstract
The purpose of this structured poster session is to discuss various approaches to and perspectives of designing for teacher learning in the context of science education reform, namely The Framework for K-12 Science Education (NRC, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013). In particular, the papers in this session address efforts to support and facilitate teacher learning of reform and productively build partnerships with educators in their work toward enacting enduring and effective change that will broaden participation of a more diverse student body within science education. In line with the AERA call, the work of this session aims “to contribute to social progress…through a process of sustained public inquiry, rather than by being asserted…from…sanctioned institutions.”
Sub Unit
Chairs
Papers
Examining the Relationship Between Teachers' Organizational Sense-Making and Their Implementation of Next Generation Science Standards–Aligned Instruction - Carrie D. Allen, University of Colorado - Boulder
An Assets-Based Professional Development Approach to Support Middle School Teachers' Implementation of Next Generation Science Standards - Sara C. Heredia, Exploratorium Teacher Institute
Co-Designing Supports for Science Instruction: Lessons From a Research-Practice Partnership - Eileen Gilligan, Clark County School District; Nonye Alozie, SRI Internatinal; Savitha Moorthy, SRI International; Andrew E. Krumm, SRI International; David Miller, Clark County School District; Kevin David Biesinger, Clark County School District
Designing a New Next Generation Science Standards–Aligned High School Biology Curriculum Unit and Associated Teacher Professional Development - Louisa A. Stark, University of Utah; Nicola Barber, University of Utah; Kristin M. Bass, Rockman et al; Molly Malone; Jo Ellen Roseman, American Association for the Advancement of Science
Designing Scaffolds to Support Teacher Use of a Learning Progression for Formative Assessment Tools and Practice - Erin Marie Furtak, University of Colorado - Boulder
Teacher Learning in Practice-Focused Reform Through Co-Design Collaboration - Katie Van Horne, University of Colorado - Boulder
Supporting Elementary Teachers to Adapt Curriculum Materials for Increased Uncertainty - Eve Manz, Boston University
Science Teacher Learning Practices in a Curriculum Adaptation Professional Development Model - Tana J Peterman, University of Washington - Seattle; Heena Lakhani, University of Washington - Seattle; Philip L. Bell, University of Washington
Developing Teacher Expertise in the Next Generation Science Standards Through Curricular Co-Design - Samuel Severance, University of Colorado - Boulder; Heather Leary, Brigham Young University - Idaho; Raymond Johnson, University of Colorado - Boulder; David Quigley, University of Colorado - Boulder
Integrating Next Generation Science Standards Core Ideas and Practices: Supporting and Studying Teachers' Implementation - Jo Ellen Roseman, American Association for the Advancement of Science; Rebecca A. Kruse, National Science Foundation