Whole child, whole family, whole community: developing shared problems of practice with Latine families related to STEM learning in early childhood
This study explored the potential for identifying shared problems of practice with families through a 2-year discussion group series with Latine parents of preschoolers. The group was part of a project exploring how informal engineering learning experiences can build on Latine family assets and support executive function skills for young children.
Robots in Science Class: Teachers’ Reflections on Their Integrated Robotics Unit Designs
Explores how teachers integrated robotics into science units, refined their designs based on student learning, and improved disciplinary instruction.
How Does Modifying a Scratch Game Support Teacher Learning?
The ExIST project engages teachers in Professional Learning that seeks to enhance teachers’ perception of the important role of systems in biology and understand how game design can support students’ systems thinking.
Embodying physics assessment: Reimagining formative assessment as a creative, multimodal, and culturally sustaining dialogic practice
Shows how multimodal, dance-based assessment can honor students’ cultural knowledge and support deeper physics sense-making.
Paraeducator Journeys in Mathematics: A Professional Development Model in PreK to Grade 3 Math Classrooms
Discover how a PreK–Grade 3 math PD for paraeducators shifted attitudes toward mathematics using interviews, Math Journeys drawings, and Epistemic Network Analysis.
Incorporating teacher effect when modeling student engagement in smart STEM classrooms: a cluster analysis
Research shows teacher influence plays a key role in modeling student engagement with smart STEM classroom technology.