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Advancing Research & Innovation in STEM Education of Preservice Teachers in High-Needs School Districts

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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.

Seizing Opportunities in 2021: Building on What We Know

January 6, 2021 by Betty Calinger 4 Comments

Almost 25 years ago, AAAS convened a National Science Foundation supported conference to consider how best to train science and mathematics teachers. Interestingly, the attendees were one hundred and two deans, the dean of education and the dean of science from fifty-one institutions. The report of that conference, “Seizing Opportunities: Collaborating for Excellence in Teacher […]

Filed Under: Blog

Assuming Brilliance in Boys of Color in Our STEM Education Classrooms

December 9, 2020 by Betty Calinger Leave a Comment

By way of the historically persistent school-to-prison pipeline, boys of color are more likely to face destructive and unjust systems of oppression in their everyday school settings. Compared to their White peers, boys of color are punished more often and more severely for the same infractions in schools and are often subjected to increased levels […]

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What Are Teachers Learning About the Science of Learning?

November 20, 2020 by Betty Calinger 2 Comments

Teaching is an applied science. Deans for Impact, the nonprofit organization I helped found, believes that all teachers should understand basic principles of learning science, and be able to use that knowledge to inform their instruction. For the past year, Deans for Impact has been working with six teacher-preparation programs to integrate learning science — […]

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Program Evaluation Frameworks: Why Do They Matter?

November 4, 2020 by Betty Calinger Leave a Comment

The role of evaluation in National Science Foundation (NSF) projects has become critically important. Evaluation produces information that can be utilized to improve the project. Information on how different aspects of the project are working and the extent to which the goals and objectives are being met is essential to a continuous improvement process. Additionally, […]

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How Can We Disrupt Ideologies Around Normalcy, Difference, and Identity that Dis/able Students in Mathematics Education?

October 14, 2020 by Betty Calinger Leave a Comment

Authors Yeh and Ellis invite you to listen to Emilia Frias, pictured above, who teaches 5th and 6th graders classified with moderate and severe disabilities. The Need to Disrupt Normalcy in Mathematics Education There is wide agreement that when mathematics curriculum and pedagogy value and build on students’ cultural identities and ways of knowing this […]

Filed Under: Blog

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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