Blog

For over twenty years, several mathematics education initiatives (Campbell et al., 2003; Martin et al., 2011; Strutchens & Martin, 2013; and others) have been exploring teacher leadership as a mechanism for preparing and supporting teachers to make classrooms equitable for all students. In this blog, we share three case studies of teacher leaders. Each teacher […]

A Framework for K-12 Science Education (National Research Council, 2012) served as the foundation for the Next Generation Science Standards (NGSS; NGSS Lead States, 2013a). During the past decade, 20 states and the District of Columbia adopted the NGSS, and 28 additional states developed their own standards based on the Framework. The NGSS are expected […]

Recently, STEM teachers have been afforded more opportunities to grow as leaders, such as through the Noyce Track 3 Master Teaching Fellows (MTF) program. However, as Poekart (2012) noted, the movement from teacher to teacher leader requires a “profound identity shift” (p. 174). Not enough research exists that delves deeply into how this identity shift […]

One half of U.S. school districts are rural, and 20% of U.S. students are educated in schools classified as rural (Showalter et al., 2019). There are many reasons to teach in rural schools. From smaller class sizes to smaller communities, they offer the potential for teachers to foster ties with students and families (Barley & […]

Ever since Jeannette Wing’s seminal article (2006) on the growing importance of thinking computationally, there has been a significant push to infuse Computational Thinking (CT) into K-12 education.  While the majority of those efforts have focused on helping students develop this emergent 21st century skill, our team has been exploring how to help educators apply […]