There is an expanding body of research focused on exploring inclusive science learning for students with complex support needs. The aim of this qualitative case study was to explore how a research partnership focused on expanding inclusive science learning for students with complex support needs (CSN) could support the learning of a focal student…

In the present study, we first examined the formality and use of academic language in students' scientific explanations in the form of written claim, written evidence, and written reasoning (CER). Middle school students constructed explanations within an intelligent tutoring system after completing a virtual science inquiry investigation. Results…

Design2Learn (D2L) is a NYC-based afterschool program aimed at increasing middle school students' interest, engagement, and achievement in science. Designed by ExpandED Schools, D2L centers around three core strategies: (1) collaborative teaching between an in-school science teacher and two afterschool educators; (2) curricular bridging, which…

Many national policy documents underscore the importance of 21st century skills, including critical thinking. In parallel, recent American frameworks for K-12 Science education call for the development of critical thinking skills in science, also referred to as science inquiry skills/practices. Assessment of these skills is necessary, as indicated…

We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children's own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child-…