We present teacher-researcher partnership (TRP) as a way of fostering teachers' professional learning. Teachers' participation as research group members is an essential aspect of the partnership. Teachers and researchers share the same goal, which is to improve their understanding of and enhance students' engagement in science. Project-based…

The Next Generation Science Standards (NGSS) put forth an aspiring call for science educators to enact instructional experiences that enable all students to participate in the real-world practices of science. To achieve this, teachers need to create classroom environments that will attract all students to science learning and support and sustain…

This research aims to develop ECARsites, an online site designed to support data-related activities in science learning and to facilitate the implementation of data, computational thinking (CT), and self-directed learning (SRL) practices in a more contextualized and relevant way for students. The approach used design-based research (DBR) methods,…

In this dissertation, I K-8 mathematics teacher agency and learning within a research-practice partnership (RPP) context. I asked three primary research questions: (a) How is teacher agency enacted within the RPP?; (b) what do teachers perceive they are learning from their participation in the RPP?; and (c) how is teacher agency connected to…

This was a qualitative study of the influence of Research Experiences for STEM Educators and Teachers (RESET) on a teachers' classroom practices and identities. RESET is a year-long professional development and research experience for teachers supported through the Army Educational Outreach Program (AEOP). This research study inductively analyzed…

This study bridges teacher leadership research with principles of co-design in an effort to understand teachers' experiences with co-design as a process of teacher leadership and its implications for strengthening teacher leadership development efforts. Using qualitative data from a multi-year co-design research project aimed at developing…

Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models--research…

This report is about how a group of U.S. teachers (N = 98) and researchers used a boundary object in a collective study of grades 6-8 mathematics instruction. The focus is the teachers' engagement with a framework for effective instructional practices. Using qualitative content analysis of teachers' responses to use of the framework, we assessed…

Conceptualizing lesson study as an encounter at the boundaries of research and practice, this study examined teacher-academic collaboration for its potential to shape teacher research identity. We report here a case study of a school where the teachers have been able to present their lesson study works in conferences. Documents produced by the…

Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and…

There is growing attention to the potential for developing professional learning experiences for content area teachers to infuse computational thinking (CT), which refers to the set of problem-solving practices related to the computer science discipline, into their classrooms. Although research has begun to document professional learning models…

This study explores the types of professional learning teachers report when participating in an interdisciplinary team at the high school level. Most research on interdisciplinary teaming focuses on the middle school level, and it is unclear whether the benefits of teaming can be realized at the high school level. Analyzing teachers' reported…

Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students' opportunities to struggle, have been consistently linked to improving students' mathematical learning and achievement. In this article, we describe an effort to build these practices into a framework that is useful for a diverse set of…

Purpose: This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices. Design/methodology/approach: Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection…

The characteristics of the middle level philosophy as described in This We Believe closely parallel the collaborative research process. The journey of one research team is described in relationship to these characteristics. The collaborative process includes strengths such as professional relationships, professional development, courageous…