Blog

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 […]

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 […]

Educators and school leaders know how important it is to build relationships with families and communities to support students in their development. Family engagement helps educators to know their students on a deeper level, builds cultural understanding, and enables consistent messaging from school to family. When educators are confident in their ability to engage with […]

One in 10 students in our public schools are emergent bilingual students (EBs), tasked with learning science even as they are still developing their English (National Center for Education Statistics, 2019). It is becoming more likely, therefore, that all science teachers will have the opportunity at some point in their careers to teach science to […]

Over the last year, it has become clear that the demand for well-prepared teachers of science with a range of instructional skills remains great.   Educators are now teaching both virtual and in-person, and in many cases a blend of each, straining the very framework of how teachers are prepared to be successful in their critical […]