The growth of the global economy has created new opportunities for individuals with diverse skills. This includes students with STEM backgrounds who have the ability to address future needs. While producing more STEM experts is important, it is critical to ensure that all students have access to teachers with similar lived experiences. Currently, the majority […]
Blog
The ADAPTATIONS blog advances research toward and replication of what works in the STEM education of preservice teachers in high-need school districts through programs’ sharing of evidence-based innovations to encourage adaption by other programs and move forward collective evolution of effective STEM teacher preparation.
Don’t Give Up on Algebra: Let’s Shift the Focus to Instruction
In its current form, school algebra serves as a gatekeeper to higher-level mathematics. Researchers and policy makers have pushed to open that gate—providing more students access to algebra, focusing in particular on those students historically denied access to higher-level mathematics. For example, states and districts have enacted policies aimed at both enrolling more students in […]
Seeing As to Become As: Professional Vision Evolution as Part of Teacher Leader Development
Few areas of inquiry in education have gotten more attention recently than teacher leadership. There have been numerous publications devoted to this area: 16,100 Google scholar entries in the decade between 2010 and 2020; Two comprehensive reviews of this scholarship (York-Barr & Duke, 2004; Wenner & Campbell, 2017); Several national (e.g., Teacher Leadership Exploratory Consortium, […]
The Equitable Classroom: What’s the Mathematical Education of Teachers Got to Do with It?
Equitable access to mathematics is a long-standing, yet unmet goal in mathematics education (Gutiérrez, 2018). There are many well-known obstacles to this goal, one of which is unexamined biases about who does and does not do mathematics (Walker, 2007). In this blog, we describe how our project data are teaching us that unexamined biases about […]
Do Aspiring Teachers Get Opportunities to Learn About Ambitious and Equitable Instruction During their Clinical Experience? The Benefits of Being in a “Congruent” Classroom
A growing number of pre-service STEM teachers are being prepared for work in high-need settings, to enact instruction that foregrounds responsiveness to students’ ideas, supports diverse sensemaking opportunities for learners, and maintains educational justice as a core value (see Davis, et al., 2019; Stroupe, et al., 2020). This kind of ambitious teaching aims to support […]
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