The release of NGSS in 2013 brought forth uncertainty among K-12 educators on how to translate these standards into practical science lessons (Harris et al., 2017). One important instructional change that teachers still need assistance with is supporting sensemaking. To guide students in the process of sensemaking, teachers must ask questions that…

In fall 2002, the National Science Foundation (NSF) announced 24 major grants to establish Mathematics and Science Education Partnership (MSP) programs across the U.S. The overall program objective of these grants is to "increase the capacity of preK-12 educational systems and institutions of higher education to provide the requisites for …

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to…

The No Child Left Behind Act's requirements for scientifically based research and new accountability standards will affect how professional development leaders do their work. Meeting the new requirements means leaders must more carefully evaluate new programs of professional learning and assess the results. Evaluation must become a given, not an…

In this article we address the "highly qualified teacher" provisions of the No Child Left Behind (NCLB) Act of 2001. We argue that the provisions' intent is important and achievable, and we outline critical research on the issue of which teacher qualifications matter for student learning. Three questions frame the discussion: Does…