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Recent DRK-12 Publications (2024-25)
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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actLocal – A Platform for Developing Localized Simulations to Support Interactive Learning About Climate ChangeAndrew RuisiPlan: A Platform for Constructing Localized, Reduced-Form Models of Land-Use ImpactsRuis, A. R., Barford, C., Brohinsky, J., Tan, Y., Bougie, M., Cai, Z., Lark, T. J., & Shaffer, D. W. (2024). iPlan: A platform for constructing localized, reduced-form models of land-use impacts. Multimodal Technologies and Interaction, 8(4), 30. https://doi.org/10.3390/mti8040030 https://www.mdpi.com/2414-4088/8/4/30
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actLocal – A Platform for Developing Localized Simulations to Support Interactive Learning About Climate ChangeAndrew RuisThin Data, Thick Description: Modeling Socio-Environmental Problem-Solving Trajectories in Localized Land-Use SimulationsRuis, A.R. et al. (2023). Thin data, thick description: Modeling socio-environmental problem-solving trajectories in localized land-use simulations. In G. Arastoopour Irgens and S. Knight (eds) Advances in quantitative ethnography. ICQE 2023. Communications in Computer and Information Science, vol 1895. Springer, Cham. https://doi.org/10.1007/978-3-031-47014-1_24https://link.springer.com/chapter/10.1007/978-3-031-47014-1_24
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Boosting Data Science Teaching and Learning in STEMKirsten DaehlerAssessing Pedagogical Content Knowledge for Data Fluency for Middle School STEM TeachersElsayed, R., Wong, N., Perez, L. R., Daehler, K. R., Chen, P., & Del Core, C. A. (2024, March 17–21). Assessing pedagogical content knowledge for data fluency for middle school STEM teachers [Paper presentation]. Ninety-Seventh Annual International Conference of the National Association for Research in Science Teaching, Denver, CO, United States.https://cadrek12.org/system/files/webform/websites_publications_and_presen/23259/DF%20NARST%20DF%20Pedagogical%20Content%20Knowledge%20Assessment%202024%2003%2015.pdf
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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). Opening the door to data science in STEM classrooms. NextGenScience. https://ngs.wested.org/doortodatascience/https://ngs.wested.org/doortodatascience/
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Boosting Data Science Teaching and Learning in STEMKirsten DaehlerToward a Theoretical Framework for Data Fluency Teaching and Learning in Middle School STEM Wong, N., Elsayed, R., Perez, L. R., Daehler, K. R., & Chen, P. (2024, March 17–21). Toward a theoretical framework for data fluency teaching and learning in middle school STEM [Paper presentation]. Ninety-Seventh Annual International Conference of the National Association for Research in Science Teaching, Denver, CO, United States.https://cadrek12.org/system/files/webform/websites_publications_and_presen/23259/DF%20NARST%20Theoretical%20Framework%20Paper%202024%2003%2015.pdf
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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://cadrek12.org/resources/characterizing-mathematics-teacher-learning-patterns-through-collegial-conversation
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Building Insights Through Observation: Researching Arts-based Methods for Teaching and Learning with Data
Kathryn SemmensBuilding Insights Through Observation: Integrating Art and Science to Support SensemakingSemmens, K., Sickler, J., Maxfield, K., Goldner, M., Curry, D., Peddicord, H., Busey, A., Kochevar, R., Bardar, E., & Carr, R. H. (2025). Building insights through observation: Integrating art and science to support sensemaking. Science Scope. https://doi.org/10.1080/08872376.2025.2463906 https://doi.org/10.1080/08872376.2025.2463906
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Building Sustainable Networked Instructional Leadership in Elementary Mathematics Through a University Partnership with a Large Urban DistrictCaroline EbbyDeveloping Equitable Teaching Practices Through Facilitated Teacher Learning CommunitiesEbby, C. B., Valerio, J., Hess, B., Goldsmith-Markey, L., Davis, J. A., & Pecora, L. (2025). Developing equitable teaching practices through facilitated teacher learning communities. In C. Koestler & E. Thanheiser (Eds.), Building community to center equity and justice in mathematics teacher education: AMTE professional book series, Vol., 6. Association for Mathematics Teacher Educators. https://amte.net/publications/prof-book-series
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Building Sustainable Networked Instructional Leadership in Elementary Mathematics Through a University Partnership with a Large Urban DistrictCaroline EbbyFacilitating Collaborative Inquiry Into Practice Around Artifacts of Mathematics TeachingEbby, C. B., Hess, B. Pecora, L. & Valerio, J. (2024). Facilitating collaborative inquiry into practice around artifacts of mathematics teaching. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-024-09649-zhttps://cadrek12.org/system/files/webform/websites_publications_and_presen/23239/Ebby%2C%20Hess%2C%20et%20al%20%282024%29%20Facilitating%20Collaborative%20Discussions%20around%20Artifacts%20of%20Teaching.pdf
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CAREER: Knowledge Exchange for Supporting Youth With or At Risk for Mathematics DifficultyJessica RodriguesNo Research About Us Without Us: Including Students with Disabilities in Higher Education Research LabsLocke, S. L., Ellison, E. E., Geneux, T., Slusarz-Kowalczyk, S., Roberts, R. K., Ellefritz, H. S., Shifrer, D., Gorlewicz, J., & Rodrigues, J. (2025). No research about us without us: Including students with disabilities in higher education research labs. Inside Higher Ed.https://www.insidehighered.com/opinion/career-advice/diversity/2025/02/12/how-include-disabled-students-research-labs-opinion
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Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer ScienceSatabdi BasuImplementing Standards-Focused Professional Development for Middle School CS Teachers: An Experience ReportTate, C., Basu, S., Rachmatullah, A., Yang, H., & Rutstein, D. (2025, February). Implementing standards-focused professional development for middle school CS teachers: An experience report. In Proceedings of the 56th ACM Technical Symposium on Computer Science Education V. 1 (pp. 1113-1119).https://dl.acm.org/doi/10.1145/3641554.3701908
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Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer ScienceSatabdi BasuMiddle School CS Curriculum and Standards AlignmentRutstein, D., Basu, S., Yang, H., Rachmatullah, A., & Tate, C. (2024, March). Middle school CS curriculum and standards alignment. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2 (pp. 1804-1805).https://dl.acm.org/doi/10.1145/3626253.3635546
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Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer ScienceSatabdi BasuMiddle School CS Teachers' Perceptions of Standards-Focused PDBasu, S., Rachmatullah, A., Tate, C., Rutstein, D., & Yang, H. (2024). Middle school CS teachers' perceptions of standards-focused PD. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 2129-2130. International Society of the Learning Sciences.https://repository.isls.org/bitstream/1/10898/1/ICLS2024_2129-2130.pdf
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Developing a Suite of Standards-based Instructionally Supportive Tools for Middle School Computer ScienceSatabdi BasuUsing an Evidence-Centered Design Approach to Examine the Alignment of Computer Science Curricula with StandardsRutstein, D., Basu, S., Yang, H., Rachmatullah, A., Tate, C., & McGee, S. (2024). Using an evidence-centered design approach to examine the alignment of computer science curricula with standards. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 394-401. International Society of the Learning Sciences.https://repository.isls.org/bitstream/1/11116/1/ICLS2024_394-401.pdf
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Developing Concept of Variable Among Students with Mathematics Difficulties in Preparation for Algebra 1Sarah KrowkaHow and What to Teach Students With Disabilities in Mathematics: Controversies and Complexities Raised by the NCTM/CEC Position StatementGersten, R. (2025). How and what to teach students with disabilities in mathematics: Controversies and complexities raised by the NCTM/CEC position statement. Learning Disabilities Research & Practice. https://doi.org/10.1177/09388982251321529https://journals.sagepub.com/doi/10.1177/09388982251321529
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Empowering Teachers to See and Support Student Use of Crosscutting Concepts in the Life SciencesChad GotchFostering Collaborative Science Education: Partnerships Supporting Phenomenon-based Learning of Science TopicsBoyd, A., Haug, C., Gotch, C. (2025). Fostering collaborative science education: Partnerships supporting phenomenon-based learning of science topics. The WERA Educational Journal, 17(1), 38-48.https://www.wera-web.org/the-wera-educational-journal
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Enhancing the Future of Teacher Practice via AI-Enabled Formative Feedback for Job-Embedded Learning (Collaborative Research: Kelly)Sean KellyHigh School English Teachers Reflect on Their Talk: A Study of Response to Automated Feedback with the Teacher Talk Tool.Kelly, S., Guner, G., Hunkins, N., & D'Mello, S. K. (2024). High school English teachers reflect on their talk: A study of response to automated feedback with the Teacher Talk Tool. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00417-xhttps://doi.org/10.1007/s40593-024-00417-x
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Enhancing the Future of Teacher Practice via AI-Enabled Formative Feedback for Job-Embedded Learning (Collaborative Research: Kelly)Sean KellyFine-Grained, Nomination Coding in the Support Domain: Promising Teacher Discourse Measures Kelly, S., Muthoka, H., Vines, E., Wormington, S., & D'Mello, S. (2024). Fine-grained, nomination coding in the support domain: Promising teacher discourse measures. Journal of Experimental Education. https://doi.org/10.1080/00220973.2024.2312521https://doi.org/10.1080/00220973.2024.2312521
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Enhancing the Future of Teacher Practice via AI-Enabled Formative Feedback for Job-Embedded Learning (Collaborative Research: Kelly)Sean KellyResearch Handbook on Classroom ObservationKelly, S. (2025). Research handbook on classroom observation. Edward Elgar Publishing.
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Enhancing the Teacher-Curriculum Relationship in Problem-based Mathematics Classrooms by Connecting Teacher and Student Digital Collaborative EnvironmentElizabeth PhillipsTeachers' Collaborative Reflections and Planning on Using Digital and Non-digital ResourcesPark, S. & Edson, A. J. (2024). Teachers' collaborative reflections and planning on using digital and non-digital resources. In Kosko, K. W., Caniglia, J., Courtney, S., Zolfaghari, M., & Morris, G. A., (Eds.), Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2048-2053). Cleveland, OH: Kent State University.https://cadrek12.org/system/files/webform/websites_publications_and_presen/23244/PMENA%202024%20-%20presentation%201.pdf
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Enhancing the Teacher-Curriculum Relationship in Problem-based Mathematics Classrooms by Connecting Teacher and Student Digital Collaborative Environments; Using Problem-based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over TimeElizabeth PhillipsCollaborating Digitally: Designing Digital Features to Support Small Group and Whole-Class DiscussionRudow, S., Edson, A. J., Park, S., & Going, T. (2024). Collaborating digitally: Designing digital features to support small group and whole-class discussion. In Kosko, K. W., Caniglia, J., Courtney, S., Zolfaghari, M., & Morris, G. A., (Eds.), Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2063-2064). Cleveland, OH: Kent State University.https://cadrek12.org/system/files/webform/websites_publications_and_presen/23244/PMENA%202024%20-%20poster%203.pdf
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Enhancing the Teacher-Curriculum Relationship in Problem-based Mathematics Classrooms by Connecting Teacher and Student Digital Collaborative Environments; Using Problem-based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over TimeElizabeth PhillipsLessons Learned for Developing and Enacting a Digital Collaborative Platform with an Embedded Problem-based Mathematics CurriculumEdson, A. J. (2024). Lessons learned for developing and enacting a digital collaborative platform with an embedded problem-based mathematics curriculum. In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), Lessons learned from research on mathematics curriculum (pp. 245-271). Information Age Publishing.
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Enhancing the Teacher-Curriculum Relationship in Problem-based Mathematics Classrooms by Connecting Teacher and Student Digital Collaborative Environments; Using Problem-based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over TimeElizabeth PhillipsUsing Evidence of Student Thinking as Resources in a Digital Collaborative PlatformPark, S., Going, T., & Edson, A. J. (2024). Using evidence of student thinking as resources in a digital collaborative platform. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematical Education, 27(3), 335-365. https://doi.org/10.7468/jksmed.2024.27.3.337https://doi.org/10.7468/jksmed.2024.27.3.337
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Using Problem-based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over TimeElizabeth PhillipsAddressing Design Challenges When Integrating Machine Learning with a Digital Annotation System to Examine Student Proportional ReasoningEdson, A. J., Fabry, A., Kohar, A. W., Bondaryk, L., & Phillips, E. D. (2024). Addressing design challenges when integrating machine learning with a digital annotation system to examine student proportional reasoning. Digital Experiences in Mathematics Education, 1-35. https://doi.org/10.1007/s40751-024-00163-8https://doi.org/10.1007/s40751-024-00163-8
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Using Problem-based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over TimeElizabeth PhillipsDeveloping a Machine Learning Rubric for Proportional Reasoning Within Digital Curriculum MaterialsEdson, A. J., Fabry, A., Kohar, A. W., Going, T., & Park, S. (2024). Developing a machine learning rubric for proportional reasoning within digital curriculum materials. In Kosko, K. W., Caniglia, J., Courtney, S., Zolfaghari, M., & Morris, G. A., (Eds.), Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1973-1974). Cleveland, OH: Kent State University.
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Using Problem-based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over TimeElizabeth PhillipsThe Nature and Development of Students' Digital Explanations of Their Proportional ReasoningGoing, T., Edson, A. J., & Crandall, L. (2024). The nature and development of students' digital explanations of their proportional reasoning. In Kosko, K. W., Caniglia, J., Courtney, S., Zolfaghari, M., & Morris, G. A., (Eds.), Proceedings of the 45th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 735-736). Cleveland, OH: Kent State University.https://cadrek12.org/system/files/webform/websites_publications_and_presen/23245/PMENA%202024%20-%20poster%201_0.pdf
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Facilitating Formative Feedback: Using Simulations to Impact the Capability of Novice Mathematics Teachers
Meghan ShaughnessyOrienting to Student Sense-Making: Using Simulations to Support the Development of Equitable Mathematics TeachingShaughnessy, M., Boerst, T., Garcia, N., & Claiborne, B. (2025). Orienting to student sense-making: Using simulations to support the development of equitable mathematics teaching. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting equity in approximations of practice for mathematics teachers. IGI Global. https://doi.org/10.4018/979-8-3693-1164-6
https://doi.org/10.4018/979-8-3693-1164-6
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Improving Formative Assessment Practices: Using Learning Trajectories to Develop Resources That Support Teacher Instructional Practice and Student Learning in CMP2Alison Castro SuperfineCo-designing Around Problems of Practice in Teacher Professional LearningCastro Superfine, A. & Akgul, E. (2025). Co-designing around problems of
practice in teacher professional learning. Teaching and Teacher Education.		https://www.sciencedirect.com/science/article/pii/S0742051X25000216
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Investigating How Combining Intensive Professional Development and Modest Support Affects Rural Elementary Teachers' Science and Engineering PracticeRyan SummersDefining Rural: Rural Teachers' Perspectives and ExperiencesInouye, M., Macias, M., Boz, T., Lee, M., Hammack, R., Iveland, A., & Johansen, N. (2024). Defining rural: Rural teachers' perspectives and experiences. Education Sciences, 14(6), 645. https://doi.org/10.3390/educsci14060645https://doi.org/10.3390/educsci14060645
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Investigating How Combining Intensive Professional Development and Modest Support Affects Rural Elementary Teachers' Science and Engineering PracticeRyan SummersSupporting Elementary Engineering Instruction in Rural Contexts Through Online Professional Learning and Modest SupportsHammack, R. J., Robinson, J., Boz, T., Lee, M. J., Summers, R. G., Iveland, A., Inouye, M., Macias, M., Zaman, M., Galisky, J. & Johansen, N. (2024, June). Supporting elementary engineering instruction in rural contexts through online professional learning and modest supports. In 2024 ASEE Annual Conference & Exposition. https://peer.asee.org/46874
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Making the Building Blocks of Early Math Scalable, Accessible, and Viable for All Young Children and Their TeachersDouglas ClementsA Framework of Scientific Methods for Developing Classroom-based Practices, Pedagogies, Programs, and PoliciesClements, D. H., & Sarama, J. (2025). A framework of scientific methods for developing classroom-based practices, pedagogies, programs, and policies. In O. N. Saracho (Ed.), Research methods for studying young children. Information Age.https://cadrek12.org/system/files/webform/websites_publications_and_presen/23146/A%20Framework%20for%20Scientific%20Methods%20Clements%20%26%20Sarama%202025.pdf
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Making the Building Blocks of Early Math Scalable, Accessible, and Viable for All Young Children and Their TeachersDouglas ClementsBest of Both Worlds: Developing an Innovative, Integrated, Intelligent, and Interactive System of Technologies Supporting In-person and Digital Experiences for Early MathematicsClements, D. H., Guss, S. S., Sarama, J., & Alvarez-Vargas, D. (2024). Best of both worlds: Developing an innovative, integrated, intelligent, and interactive system of technologies supporting in-person and digital experiences for early mathematics. Computers in the Schools, 1-20. https://doi.org/10.1080/07380569.2024.2410903 https://doi.org/10.1080/07380569.2024.2410903
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Making the Building Blocks of Early Math Scalable, Accessible, and Viable for All Young Children and Their TeachersDouglas ClementsThe Curriculum Research Framework: Supporting the Scientific Creation, Implementation, and Evaluation of CurriculaSarama, J., & Clements, D. H. (2024). The Curriculum Research Framework: Supporting the scientific creation, implementation, and evaluation of curricula. In D. R. Thompson, M. A. Huntley, & C. Suurtamm (Eds.), Lessons learned from research on mathematics curriculum (pp. 157–187). Information Age.https://www.infoagepub.com/products/Lessons-Learned-from-Research-on-Mathematics-Curriculum
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Online Practice Suite: Practice Spaces, Simulations and Virtual Reality Environments for Preservice Teachers to Learn to Facilitate Argumentation Discussions in Math and ScienceJamie MikeskaIntegrating Simulated Approximations of Practice into Methods Courses: Teacher Educators as DesignersLottero-Perdue, P. S., Howell, H., Kaur Bharaj, P. K., Park Rogers, M., Cross Francis, D., Maltese, A., Shekell, C., & Mikeska, J. N. (2024). Integrating simulated approximations of practice into methods courses: Teacher educators as designers. Contemporary Issues in Technology and Teacher Education. https://citejournal.org/volume-24/issue-4-24/general/teacher-educators-as-designers-integrating-digital-simulations-into-methods-courses/
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Online Practice Suite: Practice Spaces, Simulations and Virtual Reality Environments for Preservice Teachers to Learn to Facilitate Argumentation Discussions in Math and ScienceJamie MikeskaPromoting Preservice Teachers' Facilitation of Argumentation in Mathematics and Science Through Digital SimulationsMikeska, J. N., Cross Francis, D. I., Lottero-Perdue, P. S., Park Rogers, M. A., Shekell, C., Bharaj, P. K., Howell, H., Maltese, A., Thompson, M., & Reich, J. (2025). Promoting preservice teachers' facilitation of argumentation in mathematics and science through digital simulations. Teaching and Teacher Education, 154. https://doi.org/10.1016/j.tate.2024.104858 https://doi.org/10.1016/j.tate.2024.104858
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Online Practice Suite: Practice Spaces, Simulations and Virtual Reality Environments for Preservice Teachers to Learn to Facilitate Argumentation Discussions in Math and ScienceJamie MikeskaScore Reports for Teacher Educators: Informing Assessment Results for Content Knowledge for TeachingCisterna, D., Mikeska, J. N., Castellano, K., & Lentini, J. (2025). Score reports for teacher educators: Informing assessment results for content knowledge for teaching. Educational Assessment. https://doi.org/10.1080/10627197.2025.2456059 https://doi.org/10.1080/10627197.2025.2456059
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Opening Pathways into Engineering Through an Illinois Physics and Secondary Schools PartnershipHamideh TalafianResponsive Professional Development: A Facilitation Approach for Teachers' Development in a Physics Teaching Community of PracticeTalafian, H., Lundsgaard, M., Mahmood, M., Shafer, D., Stelzer, T., & Kuo, E. (2025). Responsive professional development: A facilitation approach for teachers' development in a physics teaching community of practice. Teaching and Teacher Education, 153, 104812.https://www.sciencedirect.com/science/article/pii/S0742051X24003457
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Precipitating Change in Alaskan and Hawaiian Schools: Modeling Mitigation of Coastal ErosionCarolyn StaudtAlaskan Students Profile Their Local BeachMassicotte, J., Moher, T., & Staudt, C. (2025). Alaskan students profile their local beach. @Concord Newsletter, Winter 2025, 12-13.https://concord.org/newsletter/2025-winter/alaskan-students-profile-their-local-beach
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Science Communities of Practice PartnershipKathryn HayesDecomposing Teacher Response - Elementary Science Noticing Within an Interactive Model of Professional LearningPreminger, L., Hayes, K., & O'Connor, D. (2024, March 17-20). Decomposing teacher response - Elementary science noticing within an interactive model of professional learning [Paper presentation]. National Association for Research in Science Teaching (NARST) Annual Conference. Denver, CO.https://cadrek12.org/system/files/webform/websites_publications_and_presen/23158/Narst%202024%20Proposal.pdf
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Science Communities of Practice PartnershipKathryn HayesHow Do Organizational Conditions Inform Teachers' Equity Self-Efficacy and Implementation During Professional Development?Hayes, K. N., Gladstone, J., Toven-Lindsay, B., & Bae, C. L. (2024). How do organizational conditions inform teachers' equity self-efficacy and implementation during professional development? Science Education. https://cadrek12.org/system/files/webform/websites_publications_and_presen/23158/Science%20Education%20-%202024%20-%20Hayes%20-%20How%20do%20organizational%20conditions%20inform%20teachers%20%20equity%20self%E2%80%90efficacy%20and.pdf
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Science Communities of Practice PartnershipKathryn HayesHow Elementary Science Teachers Navigate the Organization in Professional DevelopmentHayes, K. N. & Preminger, L. (2024 April). How elementary science teachers navigate the organization in professional development. [Structure Poster Session]. American Educational Research Association Annual Meeting. Philadelphia, PA.https://drive.google.com/file/d/1yeRWI_OikQ5qRSbDCIAdpS5jFkhoPde5/view?usp=drive_link
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Science Communities of Practice PartnershipKathryn HayesWhy Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change ProcessPreminger, L., Hayes, K. N., Bae, C. L., & O'Connor, D. (2024). Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process. Science Education, 108(3), 701-733. https://doi.org/10.1002/sce.21853https://doi.org/10.1002/sce.21853
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Science Communities of Practice PartnershipKathryn HayesWhy Does Teacher Learning Vary in Professional Development? Accounting for the Organisational EnvironmentHayes, K. N., Preminger, L., & Bae, C. L. (2024). Why does teacher learning vary in professional development? Accounting for organisational conditions. Professional Development in Education, 50(1), 108-128. https://doi.org/10.1080/19415257.2023.2283433https://doi.org/10.1080/19415257.2023.2283433
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Supporting Elementary Teacher Learning for Effective School-based Citizen Science (TL4CS)Patrick Sean SmithAn Emerging Theory of School-based Participatory ScienceSmith, P. S., Goforth, C. L., Carrier, S. J., Hayes, M. L., & Safley, S. E. (2025). An emerging theory of school-based participatory science. Citizen Science: Theory and Practice, 10(1). https://doi.org/10.5334/cstp.755https://theoryandpractice.citizenscienceassociation.org/articles/10.5334/cstp.755
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Supporting Elementary Teacher Learning for Effective School-based Citizen Science (TL4CS)Patrick Sean SmithCitizen Science in Elementary Classrooms: A Tale of Two TeachersCarrier, S. J., Scharen, D. R., Hayes, M., Smith, P. S., Bruce, A., & Craven, L. (2024). Citizen science in elementary classrooms: A tale of two teachers. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1470070https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1470070/full
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Supporting Elementary Teacher Learning for Effective School-based Citizen Science (TL4CS)Patrick Sean SmithElementary Teachers as Collaborators: Developing Educative Support Materials for Citizen Science ProjectsCarrier, S. J., Sachs, L. H., McGowan, J. M., Hayes, M., Smith, P. S., Goforth, C. L., & Safley, S. E. (2024). Elementary teachers as collaborators: Developing educative support materials for citizen science projects. International Journal of Science Education, 47(1), 107–127. https://doi.org/10.1080/09500693.2024.2311801https://www.tandfonline.com/doi/full/10.1080/09500693.2024.2311801
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiAbordagens de Proposição de Problemas na Formação do Professor que Ensina Matemáticada Silveira, A. A., de Andrade, S., & Cai, J. (2024). Abordagens de Proposição de Problemas na formação do professor que ensina Matemática. REMATEC, 19(52), e2024001-e2024001.
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiAdvances in Research on Mathematical Problem Posing: Focus on Task VariablesCai, J., Koichu, B., Rott, B., & Jiang, C. (2024). Advances in research on mathematical problem posing: Focus on task variables. The Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2024.101186.https://www.sciencedirect.com/science/article/abs/pii/S0732312324000634?via%3Dihub
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiAprendizagem e Pensamento Matemático: Um Olhar a Partir da Resolução e Proposição de Problemas por Crianças Dos Anos IniciaisAllevato, N. S. G., Possamai, J. P., Cai, J., & Lopes, M. C. (2024). Aprendizagem e pensamento matemático: um olhar a partir da resolução e proposição de problemas por crianças dos anos iniciais. Revista Ibero-Americana de Estudos em Educação, e024072-e024072.
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiBeyond Asian and Western Traditions of Mathematics EducationCai, J., Watson, A., & Xu, B. (2024). Beyond Asian and Western traditions of mathematics education. In Fourth International Handbook of Mathematics Education (pp. 167-193). Cham: Springer Nature Switzerland.
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiExploring Middle School Teachers’ Views About Problem-Posing TasksHan, J., Hwang, S., Muirhead, F., & Cai, J. (2024). Exploring middle school teachers’ views about problem-posing tasks. The Journal of Mathematical Behavior, 73, 101140. https://doi.org/10.1016/j.jmathb.2024.101140https://www.sciencedirect.com/science/article/abs/pii/S0732312324000178?via%3Dihub
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiLearning to Teach Through Problem Posing: A Teacher’s Journey in a Networked Teacher-Researcher PartnershipHwang, S., Xu, R., Yao, Y., & Cai, J. (2024). Learning to teach through problem posing: A teacher’s journey in a networked teacher-researcher partnership. The Journal of Mathematical Behavior, 73, 101120.https://www.sciencedirect.com/science/article/abs/pii/S0732312323000901
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiOn Understanding Mathematical Problem-Posing ProcessesCai, J. & Rott, B. (2024). On understanding mathematical problem-posing processes. ZDM - Mathematics Education, 56(1), 61-71.https://link.springer.com/article/10.1007/s11858-023-01536-w
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiPesquisa sobre Proposição de Problemas Matemáticos: Trinta Anos de Avanços a partir da Publicação “On Mathematical Problem Posing”Cai, J., Hwang, S., & Melville, M. (2024). Pesquisa sobre Proposição de Problemas Matemáticos: Trinta Anos de Avanços a partir da Publicação “On Mathematical Problem Posing”. REMATEC, 19(52), e2024010-e2024010.
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiStudent Learning and Instructional Tasks in Different Curricular Contexts: A Longitudinal StudyCai, J., Moyer, J. C., Wang, C., Wang, N., & Nie, B. (2024). Student learning and instructional tasks in different curricular contexts: A longitudinal study. International Journal of Educational Research, 125, 102329.https://www.sciencedirect.com/science/article/abs/pii/S0883035524000168
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Supporting Teachers to Teach Mathematics Through Problem PosingJinfa CaiTeaching Mathematics Through Problem Posing: Four Practices for Handling Students’ Posed ProblemsMa, Y., & Cai, J. (2024). Teaching mathematics through problem posing: four practices for handling students’ posed problems. Revemop, 6, e2024009-e2024009. https://doi.org/10.33532/revemop.e2024009https://periodicos.ufop.br/revemop/article/view/7549
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Understanding STEM Teaching Through Integrated Contexts in Everyday Life (Collaborative Research)Joseph Johnson, Augusto Macalalag, Lisa Marco-Bujosa, and Greer RichardsonDeveloping Student Agency Through Authentic Application of SocioScientific Issues in STEM ClassroomsMathers, B., Johnson, J., Kaufmann, A., Sinni, N., Louis, E., & Henneman, E. (2024). Developing student agency through authentic application of SocioScientific issues in STEM classrooms. Turkish Journal of Education, 13(5-Special Issue), 508-534.https://dergipark.org.tr/en/pub/turje/issue/82779/1507933
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Understanding STEM Teaching Through Integrated Contexts in Everyday Life (Collaborative Research)Joseph Johnson, Augusto Macalalag, Lisa Marco-Bujosa, and Greer RichardsonLessons Learned: Using Socioscientific Issues and Social Justice to Unsettle Environmental ScienceMathers, B., Marco-Bujosa, L., Kaufman, A., Sinni, N., Reinert, Q., Henneman, E., & Louis, E. (2025). Lessons learned: Using socioscientific issues and social justice to unsettle environmental science. Contingencies: A Journal of Global Pedagogy. https://wp.nyu.edu/contingenciesjournal/spring-2025/mathers_marco_bujosa/
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Understanding STEM Teaching Through Integrated Contexts in Everyday Life (Collaborative Research)Joseph Johnson, Augusto Macalalag, Lisa Marco-Bujosa, and Greer RichardsonSocioscientific Issues: Promoting Science Teachers' Pedagogy on Social JusticeMacalalag, A., Kaufmann, A., Van Meter, B., Ricketts, A., Liao, E., & Ialacci, G. (2024). Socioscientific issues: Promoting science teachers' pedagogy on social justice. Disciplinary and Interdisciplinary Science Education Research, 6(28). https://doi.org/10.1186/s43031-024-00118-4 https://doi.org/10.1186/s43031-024-00118-4
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Understanding STEM Teaching Through Integrated Contexts in Everyday Life (Collaborative Research)Joseph Johnson, Augusto Macalalag, Lisa Marco-Bujosa, and Greer RichardsonTeachers' Pedagogical Content Knowledge on Socioscientific Issues and Social JusticeMacalalag, A. Z., Jr., Minken, Z., Feighan, K., Richardson, M., Marte, M., Ialacci, G., Van Meter, B., Sproul, K., & Kaufmann, A. (2024). Teachers' pedagogical content knowledge on socioscientific issues and social justice [Special Issue]. Turkish Journal of Education, 13(5), 484-507. https://doi.org/10.19128/turje.1506293 https://doi.org/10.19128/turje.1506293
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Understanding STEM Teaching Through Integrated Contexts in Everyday Life (Collaborative Research)Joseph Johnson, Augusto Macalalag, Lisa Marco-Bujosa, and Greer RichardsonTransforming STEM Instruction Through SocioScientific Issues Focused Professional DevelopmentJohnson, J., Mathers, B., Marco-Bujosa, L., & Ialacci, G. (2024). Transforming STEM instruction through socioscientific issues focused professional development. International Journal on New Trends in Education and Their Implications, 15(1). http://www.ijonte.org/FileUpload/ks63207/File/3_transforming_stem_instruction_through_socioscientific_issues_focused_professional_development.pdf
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