[LTER-education] FW: MSP News: Farewell and a Look Back

Thu Sep 5 10:48:45 PDT 2019

Hi, folks.

The STEMTL network announced in this email might be a place for K-12
teacher leaders in our various LTER (e.g., RET, TIR, etc.) and ESA (e.g.,
LDC, etc.) programs to connect with others.

Alan

* * * * * * * * * * * * * * * * * * * * * *

Alan R. Berkowitz, Ph.D.

Head of Education

Cary Institute of Ecosystem Studies

PO Box AB

Millbrook, NY 12545

(845) 677-7600 ext. 311

(845) 677-5976 (fax)

berkowitza at caryinstitute.org

* * * * * * * * * * * * * * * * * * * * * *

*From:* Joni Falk <news at mspnet.org>
*Sent:* Thursday, September 5, 2019 1:25 PM
*To:* berkowitza at caryinstitute.org
*Subject:* MSP News: Farewell and a Look Back

View this email online: http://hub.mspnet.org/index.cfm/news.
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCcd_uYJX9HLra9RjMBxSeId6zq0LQcvbve5H6TzXY0qD_-3NAegD4cgeG1W1j6Pvxa4etnW-Iiokz5rD4vYf66d4Ci528-efk-QyBNhK1X4BxdR9t3E5pf-AtPt0nnGa2FEupX5WBP_z&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*MSP News*

*September 5, 2019*

Dear Alan Berkowitz,

[image: MSPnet]

*This is the final MSPnet Newsletter. The MSPnet.org website will be
archived and will no longer be actively maintained. *

MSPnet staff at TERC in Cambridge, MA, with funding from NSF, have been
fortunate to serve the MSP community through MSPnet.org since 2003. It has
been a great privilege to facilitate the sharing of resources, research,
presentations, career opportunities, and LNC conferences, as well as
provide national and international dissemination of project work conducted
by those in NSF’s MSP and STEM+C programs. We extend our sincere thanks for
your participation and support over the years. As this is our last MSPnet
newsletter we also provide a recap of most popular resources over the last
5 years.

*As this work winds down, we are excited to announce a new online learning
community, the STEM Teacher Leadership Network: STEMTLnet.org
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCaCk8dMEgMZtcyPKs75hPp2qCGaywYKJURsLxK6o5_7vrxnhZa62LxElhGIS0Uv6uc3J7ex7wxQchQ8uvR5dg5cZ8BSnP4OwLR_I8bbvsVgSzB7lWzr3FyI=&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,
which has recently been funded by NSF! *If you are a researcher or educator
interested in STEM teacher leadership we hope that you will take part!

This effort will provide an online learning community that will connect
STEM teacher leaders from PAEMST and other NSF programs to other STEM
teacher leaders across the country. It will also provide a venue for
researchers, administrators, policy makers and practitioners to share
opportunities related to STEM teacher leadership, professional development
events, conferences, and emerging research, and resources related to the
field of STEM teaching and learning.

The network is currently in its beta phase and we will have a full launch
this Fall. We will automatically sign you up to receive the STEMTLnet
newsletter in order to update you on the launch, and to inform you of
events and resources. *You can, of course, unsubscribe at any time.*

*Please take a look back with us, as we highlight some of the most popular
libary posts, project papers, webinars, and videos from the last 5 years.*

*NEWS IN BRIEF*
------------------------------

*Most Popular Library Items*
*1. "How People Learn II: Learners, Contexts, and Cultures
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCRDdYkQCjjD36J9dIBagIonXVga7gdsme3D3Q3GjNknZa2eeRdbtom-VgU3MBnjgCMCvFVkcxN1vsr_NP8csWmWEFGuDzFfO3yfTlwlf0GWSXAyxYCQJ_UBWdbajjmiYK9CMzosFySfq&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*National Academies of Sciences, Engineering, and Medicine, The National
Academies Press, October 2018.
*2. "The Social Side Of Education Reform: A Research Primer
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyD2lJ0D5CqS9PcEyXvh9HNWOhk7R42Jt8iW86dB-0_WMq9Bcxs4y9FAogkChJpRl4NrEUNxGH-8J009TAcQ2P7myl6BejozfEEwk7f7qDPvQy4pQX5VpTD2qFcIls83bQo&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Alan J. Daly, Kara S. Finnigan, Susan Moore Johnson, Matthew A. Kraft,
Carrie R. Leana, Frits K. Pil, Matthew Ronfeldt, James P. Spillane, Esther
Quintero, Albert Shanker Institute, April 2016.
*3. "Resources for Teaching: Examining Personal and Institutional
Predictors of High-Quality Instruction
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDsRjxo6Oox599Kfne7BluPT_Y0XB_LySBI8vuewKy8JVKTuxeIYZA-t9t1LWdcdaKaN4pV7WsJoR9xvvtwrwj7s0-Ha8_Smofxh_OTIDCAxrDYMYXeKE_sE57CFFLq7mh&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Heather C. Hill, David Blazar, Kathleen Lynch, AERA Open, December 2015.
*4. "Explaining Teacher Effects on Achievement Using Measures from Multiple
Research Traditions
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDJKwSoSPqIrs48AQtMb6MOZ8NA0OT6g48_lQnEGK0rrxatEb-NJ1V4GGmObRBFvjx9zidlOPjhEcvpJHUJ_ogBzPMuxx5E8NdTChW_jTZGxG0G0JHPQYpkMaKIPuEeYDo&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Andrew Bacher-Hicks, Mark Chin, Heather C. Hill, Douglas O. Staiger,
Institute of Education Sciences, U.S. Department of Education, 2015.
*5. "Assessing And Evaluating Teacher Education Programs: APA Task Force
Report
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDx3wX_KxolHHqqNo2lD8081YxhZ906sph9g-dDJaSNDcBo6-MzbEXIY5LbDuYe3El-CtBvw_uJiYGUODHuT-n9i6NpNxJvsOwnE53q8L86ao6-lrAP3DJbm1U3VY8Tr3U&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*F. Worrell, M. Brabeck, C. Dwyer, K. Geisinger, R. Marx, G. Noell, R.
Pianta, American Psychological Association, 2014.
*6. "Competing Strands Of Educational Reform Policy: Can Collaborative
School Reform and Teacher Evaluation Reform Be Reconciled?
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDxQPwxToc4JcXkP-ssrvktjPX016Zfkg9_pSWz668mUcTT8lg_r_mCcRzxxRGZFudG9AfHEJ4uUsTQwfJQKxAe07fj-Rkxu8b41FdGTzZpiVoHtwMzMM5tU-2PTHUHHsk&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Nathan D. Jones, Elizabeth Bettini, Mary T. Brownell, Albert Shanker
Institute, April 2016.
*7. "Does Class Size Matter?
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDz0gim3gE931fO7BdtQzwHMqRQfNYi1M2_PnlUcNpIqvhYlAKM1rkzBxTKZsrlQdMVcnRxgzgBnV2Lg7wK8dUxqvnBgm6xqfJP8wnbCPtdqQHV1YDGZ3M0bHXvgT9CD6O&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Diane Whitmore Schanzenbach, National Education Policy Center, February
2014.
*8. "STEM Integration in K-12 Education: Status, Prospects, and an Agenda
for Research
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDFbuKc88wlXZSeJ5Szj568kxK0jIvdkbti_23MciEq35hm_cQKZDFQzUt-OD20e5j6B2_IoW71wl96qfTC6cjbrn-uID4ebY3l8vVzKZEekNSdMVcfMQZau7Pzx_6vDYe&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Margaret Honey, Greg Pearson, Heidi Schweingruber, Committee on Integrated
STEM Education, National Academy of Engineering, National Research Council,
National Academies Press, February 2014.
*9. "Preschoolers’ Inquisitiveness and Science-relevant Problem Solving
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCVZ2YYSYAigkxZFpjmsKvwCzc7sZ5UZ8EN-lhfxJ3k0kfMsmk3y_EYJawfSBNXNGSoBVCPVioEj9WWHg91C-ZSe5TUoxBAwTNbxycRLVZX_fzfmjStRw0KP2J944w8Ua7tjhsvZVCbnQ&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Maria Fusaro, Maureen C. Smith, Early Childhood Research Quarterly, 2018.
*10. "Implementing the Next Generation Science Standards: Strategies for
Educational Leaders
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDq0wM60wWZqhGBAOHllk4lZlPeQYg7aYi6n3X1hwbjjGIVwvn13-jUqFd_iTRfw_PsmVvOw7TXplYYbqh2yQZbSCRFMwVGuhA5ULH21WFSlPTLN--Uqfw7yD4LvqjQGXW&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*William R. Penuel, Christopher J. Harris, Angela Haydel DeBarger, Phi
Delta Kappan, March 2015.

*Most Popular Articles from our MSP and STEM+C Community*
*1. "Intra- and Interschool Interactions about Instruction: Exploring the
Conditions for Social Capital Development
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyD9s_SsWao-bWZOh2Kor4xzPzUh3zLFtA6M-qwheRuhOPb1SVzxkpv3i8aKX1jrRET4-0Ld7Mb4INRLF4XxgFWfV0J2dPktJy8k9etX_qH4mn49lHRICAhmVa-0PFrlkQp&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*James P. Spillane, Megan Hopkins, Tracy M. Sweet, American Journal of
Education, November 2015.
*2. "The Influence of Teachers’ Knowledge on Student Learning in Middle
School Physical Science Classrooms
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDfNnuADG2_6HTPtNzvSx0NPAUOHN0lWwmEyMTHTl3j_lBu7vocEM335ifFo6JZ73hUfQZTJeM3pYkFSF_o-X2XwCrNXu05inaBuc9K76UHXrSOcW5-fdbp2RY1MRmAVaM&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Philip Sadler, Gerhard Sonnert, Harold Coyle, Nancy Cook Smith, Jaimie L.
Miller, American Educational Research Journal, 2013.
*3. "Using Value-Added Models to Measure Teacher Effects on Students'
Motivation and Achievement
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDyNYZr04PqaPkc0BqItevoxYKpjzAbC0MXj2IYFwOaB6QVGwAyYXTfdprRTie_m7MJRe7Z8GWbno2p67TTXqE3bctDisTUZKJKCDl0IhzYtn52SggvmZY2rwLrD5WAWll&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Erik A. Ruzek, Thurston Domina, AnneMarie M. Conley, Greg J. Duncan,
Stuart A. Karabenick, Journal of Early Adolescence, 2015.
*4. "The Impact of a Middle School Engineering Course on Students’ Academic
Achievement and Non-Cognitive Skills
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCYlOiov6jxcOOEo1UHamI705SGWCzUa-L0LlzjFT4Nhp3Zbp7fvISy4WRai0kElSk0QnylpU85nBct62noBUVtkm6_PTHxYaCdsb8GnJqpLsoNOSHkgYpTEw6USiip3Qa_hcKbQxC2Jh&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Meltem Alemdar, Roxanne A. Moore, Jeremy A. Lingle, Jeff Rosen, Jessica
Gale, Marion C. Usselman, International Journal of Education in
Mathematics, Science and T, 2018.
*5. "Measuring Science Instructional Practice: A Survey Tool for the Age of
NGSS
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDnhoxsy0px2hq0GI5tUMyhy4ojl1gL8tAOwErXJfSuQESzeShaetAHTc_SqjKEbLpAlmejhPTM9O-uH-X9t4IS1w1C3sXNXeppgFOHPlrBj2SRwMWb_ABY3x7LUnm1mEB&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Kathryn N. Hayes, Christine S. Lee, Rachelle DiStefano, Dawn O'Connor,
Jeffery C. Seitz, Journal of Science Teacher Education, February 2016.
*6. "Designing Educational Systems to Support Enactment of the Next
Generation Science Standards
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCXjgfIE5jldoau2WYTX_oOQAwSd_JspMxx-01kgqepfLmmEHfV0Ie2vjRmMu86blSJmD7CaURfY_lC8eqBikfVCDvRXZgMQPqKI99QO0CscQHw_KjwoI5pYUWLEiXS9AgbmpO5NAxEKg&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Charles W. Anderson, Elizabeth X. de los Santos, Sarah Bodbyl, Beth A.
Covitt, Kirsten D. Edwards, James Brian Hancock II, Qinyun Lin, William R.
Penuel, Mary Margaret Welch, Journal of Research in Science Teaching, July
2018.
*7. "Eighth-Grade Algebra Course Placement and Student Motivation for
Mathematics
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDc-nC1_OexAT-nSRbDWFN38Q34lXHFe96DFL3V29L6fXdrAu_wBQXBDyxPYkJqyLq2jQhcXhmxGUyxKW-E_cxzi6fSjePqYUw3rEov-pCcJV7hXdC39c4EP241-G90cus&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Rahila Simzar, Thurston Domina, Cathy Tran, AERA Open, January-March 2016.
*8. "Computational Pedagogy: Fostering a New Method of Teaching
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDSFfVswRhteuP1hG2VTwW0Px_vgNEz6crIg1xvaYSttycL0NrjCko2ZFHLHxHVuke2y1j4wsMTvb6M2ahtcZ_QedHXLyqSQfL5258VQQQ30pQJM4ZeomddS9QCnlmmUiM&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Osman Yasar, Peter Veronesi, Jose Maliekal, Leigh J. Little, Sounthone E.
Vattana, Ibrahim Halil Yeter, ASEE Annual Conference and Exposition, June
2016.
*9. "Research-Practice Partnerships in Education: Outcomes, Dynamics, and
Open Questions
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDbN_DUdhmi_BiLil7eUu4pNUNbRg589igG9cpiEuvTigUyWKO4LhTFphfHR8LyIcTeCwVNGhd27kk2V6RdhNoZlJKW1v5OgxnlPHD80k0DDjBGpf_Ju_t1IA4hmon2CRN&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Cynthia E. Coburn, William R. Penuel, Educational Researcher, February
2016.
*10. "Supporting Integrated STEM In The Elementary Classroom: A
Professional Development Approach Centered On An Engineering Design
Challenge
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCctsxHDYC-wkchidHDs8K9taLgwdQOBAtGb210zO4l-0N0D2JdEAV5S2Q8TprrLAgVitPpobeSxprRyHtHusMEH1pCk8FichJdapfBgiwmoF150oO7EYwCVibLX_tTfiBg4SsDYeVmUu&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Anne T. Estapa, Kristina M. Tank, International Journal of STEM Education,
March 2017.

*Most Popular Webinars*
*1. "The Current State of K-12 Computer Science Education in the US
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyD0NKwlC_qq5hi80OinIHtlN4IDSCinbHOqRrQ5MUpiWq31VBwejsz7Zh2ns77Vqae4wAUdsieBfOeq0ai9N-CAlVux6ZbTlyi842mZXqtZmTyMvi8ac4H7Sp4mzYZ--sWI9M7pUN-JmDbbx9ZWkasOsNKx5pbmC5Hs3tqz8GdrA4=&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*presented by Jeanne Century and Sarah Wille, March 2015.
*2. "How to Design 3D Formative Assessments for NGSS
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDxFBSrk1A2VyQ_MFykmJUauqs7VatrTRYJvd6Rnq_QjQ_laB1c6ke30FiZyMNJvV4kLukLJu3c43oPHXjK3iT4Z9wNxbC1f5hcndeC1Lqf6-nk9QQXodFEaFG9Up4kbCbrxNFX56UQi7svuiRa7qmE59CrfGriM7lW7kMOkMpxBs=&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*presented by William Penuel and Philip Bell, February 2017.
*3. "District & School Implementation of NGSS Through Curriculum Adaptation
& Development
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDCMUgFvYvpMYfr-zttKWz1_s92Z08SU84ipvqZ1k9kInaKEchHaGzJD-5rE0m4oa2ENK8mFclgRjLJWu4MX-PvzawOBB8XHkCKjipBPmPN5QLpGGKxRgJBNBYLUF3U0v7Jy9COJpZwznaapJxq5ib51NKctzeWskHsBlr7G1WFXs=&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"*
presented by Philip Bell and Kerri Wingert, January 2017.

*Most Popular MSP/STEM+C Videos from the STEM for All Video Showcases*

<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCdDS8EJVaICkslPEimO17TMSqhKi1jX5H_5la4NBuFVtgMDnA6iui_S3ENjgpKlxp2gkzecD1ygMZvKbhb4RQJl7vRcg_9PY_u1OfAGxJTgCYqKgANH9jWrJeFgqLGKLgSXcqWnnoVFiPmyn5LNEzwFb6sNWO5bKoA==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

Innovators Developing Accessible Tools for Astronomy
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCdDS8EJVaICkslPEimO17TMSqhKi1jX5H_5la4NBuFVtgMDnA6iui_S3ENjgpKlxp2gkzecD1ygMZvKbhb4RQJl7vRcg_9PY_u1OfAGxJTgCYqKgANH9jWrJeFgqLGKLgSXcqWnnoVFiPmyn5LNEzwFb6sNWO5bKoA==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,
2019.

Presented by: Kate Meredith, Bret Feranchak, Santiago Gasca, Alexandra
Grossi, Kathy Gustavson, Jim Hammerman, Eric Hochberg, Tim Spuck, & Annie
Wilson
------------------------------

<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDt8tF6qZQ2k0fuvjW5Reml9EZ3p4thszK2D9GbSQyjVZIkmpxgC3fo5h8cMfM1i2LaKeeec9dHU4G8cRkFMLdVBXsO6NyqnkipL5kYBBS_8owSr4ODgz17CrVwsD6VjdOOXA_Mi7oXOCrd9BO3adGOA==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

SciGirls Code: A National Connected Learning CS Model
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDt8tF6qZQ2k0fuvjW5Reml9EZ3p4thszK2D9GbSQyjVZIkmpxgC3fo5h8cMfM1i2LaKeeec9dHU4G8cRkFMLdVBXsO6NyqnkipL5kYBBS_8owSr4ODgz17CrVwsD6VjdOOXA_Mi7oXOCrd9BO3adGOA==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,
2018.

Presented by: Joan Freese, Sarah Carter, Katie Hessen, & Cassandra Scharber
------------------------------

<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDLZ7zZT4WYKN5JRhj7-CIZCKAB3xWcm4I9LxG9Qg9Jfm5_66orO_3F-10fqs4LcRO0T_8UFWiT0e8kbIaRjlp65v1UGH7z9sn6m-IhET13vUjqLvA6QB2UuYp5HPhWyIEVQvU3mdJVwwt7Tce43W7ZQ==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

Learning Trajectories for Everyday Computing (LTEC)
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDLZ7zZT4WYKN5JRhj7-CIZCKAB3xWcm4I9LxG9Qg9Jfm5_66orO_3F-10fqs4LcRO0T_8UFWiT0e8kbIaRjlp65v1UGH7z9sn6m-IhET13vUjqLvA6QB2UuYp5HPhWyIEVQvU3mdJVwwt7Tce43W7ZQ==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,
2016.

Presented by: Andy Isaacs, Maya Israel, & George Reese

*DETAILS BELOW*
------------------------------

*Most Popular Library Items*
*1. "How People Learn II: Learners, Contexts, and Cultures
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCRDdYkQCjjD36J9dIBagIonXVga7gdsme3D3Q3GjNknZa2eeRdbtom-VgU3MBnjgCMCvFVkcxN1vsr_NP8csWmWEFGuDzFfO3yfTlwlf0GWSXAyxYCQJ_UBWdbajjmiYK9CMzosFySfq&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*National Academies of Sciences, Engineering, and Medicine, The National
Academies Press, October 2018.

"There are many reasons to be curious about the way people learn, and the
past several decades have seen an explosion of research that has important
implications for individual learning, schooling, workforce training, and
policy. In 2000, *How People Learn: Brain, Mind, Experience, and School:
Expanded Edition* was published and its influence has been wide and deep.
The report summarized insights on the nature of learning in school-aged
children; described principles for the design of effective learning
environments; and provided examples of how that could be implemented in the
classroom. Since then, researchers have continued to investigate the nature
of learning and have generated new findings related to the neurological
processes involved in learning, individual and cultural variability related
to learning, and educational technologies. In addition to expanding
scientific understanding of the mechanisms of learning and how the brain
adapts throughout the lifespan, there have been important discoveries about
influences on learning, particularly sociocultural factors and the
structure of learning environments. *How People Learn II: Learners,
Contexts, and Cultures* provides a much-needed update incorporating
insights gained from this research over the past decade. The book expands
on the foundation laid out in the 2000 report and takes an in-depth look at
the constellation of influences that affect individual learning. How People
Learn II will become an indispensable resource to understand learning
throughout the lifespan for educators of students and adults."

MSPnet Location: *Library >> Teaching and Learning *
http://hub.mspnet.org/index.cfm/33650
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCRDdYkQCjjD36J9dIBagIonXVga7gdsme3D3Q3GjNknZa2eeRdbtom-VgU3MBnjgCMCvFVkcxN1vsr_NP8csWmWEFGuDzFfO3yfTlwlf0GWSXAyxYCQJ_UBWdbajjmiYK9CMzosFySfq&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*2. "The Social Side Of Education Reform: A Research Primer
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyD2lJ0D5CqS9PcEyXvh9HNWOhk7R42Jt8iW86dB-0_WMq9Bcxs4y9FAogkChJpRl4NrEUNxGH-8J009TAcQ2P7myl6BejozfEEwk7f7qDPvQy4pQX5VpTD2qFcIls83bQo&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Alan J. Daly, Kara S. Finnigan, Susan Moore Johnson, Matthew A. Kraft,
Carrie R. Leana, Frits K. Pil, Matthew Ronfeldt, James P. Spillane, Esther
Quintero, Albert Shanker Institute, April 2016.

"This collection of research essays describes compelling evidence that the
school environment influences teacher effectiveness (Kraft & Papay, essay
1), that teachers' social capital is a vehicle to increase schools'
instructional capacity (Leana & Pil, essay 2), and that teaching can be
improved through effective professional collaboration (Ronfeldt, essay 3).
We must look at the mechanisms and specific conditions that encourage the
development of professional relations within and across schools (Spillane,
essay 4). Stable, trusting relationships are key to implementing complex
change (Finnigan & Daly, essay 5); and it is important to anticipate when
policies may be eroding such relationships by examining their unintended
consequences on the social fabric of schools (Johnson, essay 6)."

MSPnet Location: *Library >> Ed Change & Policy *
http://hub.mspnet.org/index.cfm/29261
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyD2lJ0D5CqS9PcEyXvh9HNWOhk7R42Jt8iW86dB-0_WMq9Bcxs4y9FAogkChJpRl4NrEUNxGH-8J009TAcQ2P7myl6BejozfEEwk7f7qDPvQy4pQX5VpTD2qFcIls83bQo&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*3. "Resources for Teaching: Examining Personal and Institutional
Predictors of High-Quality Instruction
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDsRjxo6Oox599Kfne7BluPT_Y0XB_LySBI8vuewKy8JVKTuxeIYZA-t9t1LWdcdaKaN4pV7WsJoR9xvvtwrwj7s0-Ha8_Smofxh_OTIDCAxrDYMYXeKE_sE57CFFLq7mh&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Heather C. Hill, David Blazar, Kathleen Lynch, AERA Open, December 2015.

"Policymakers and researchers have for many years advocated disparate
approaches to ensuring teachers deliver high-quality instruction, including
requiring that teachers complete specific training requirements, possess a
minimum level of content knowledge, and use curriculum materials and
professional development resources available from schools and districts. In
this paper, we investigate the extent to which these factors, which we
conceptualize as resources for teaching, predict instructional quality in
upper elementary mathematics classrooms. Results show that teachers
mathematical knowledge and their district context explained a moderate
share of the variation in mathematics-specific teaching dimensions; other
factors, such as teacher experience, preparation, non-instructional work
hours, and measures of the school environment, explained very little
variation in any dimension."

MSPnet Location: *Library >> Ed Change & Policy *
http://hub.mspnet.org/index.cfm/29254
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDsRjxo6Oox599Kfne7BluPT_Y0XB_LySBI8vuewKy8JVKTuxeIYZA-t9t1LWdcdaKaN4pV7WsJoR9xvvtwrwj7s0-Ha8_Smofxh_OTIDCAxrDYMYXeKE_sE57CFFLq7mh&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*4. "Explaining Teacher Effects on Achievement Using Measures from Multiple
Research Traditions
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDJKwSoSPqIrs48AQtMb6MOZ8NA0OT6g48_lQnEGK0rrxatEb-NJ1V4GGmObRBFvjx9zidlOPjhEcvpJHUJ_ogBzPMuxx5E8NdTChW_jTZGxG0G0JHPQYpkMaKIPuEeYDo&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Andrew Bacher-Hicks, Mark Chin, Heather C. Hill, Douglas O. Staiger,
Institute of Education Sciences, U.S. Department of Education, 2015.

"Researchers have identified many characteristics of teachers and teaching
that contribute to student outcomes. However, most studies investigate only
a small number of these characteristics, likely underestimating the overall
contribution. In this paper, we use a set of 28 teacher-level predictors
drawn from multiple research traditions to explain teacher-level variation
in student outcomes. These predictors collectively explain 28% of
teacher-level variability in state standardized math test scores and 40% in
a predictor-aligned math test. In addition, each individual predictor
explains only a small, relatively unique portion of the total teacher-level
variability. This first finding highlights the importance of choosing
predictors and outcomes that are well aligned, and the second suggests that
the phenomena underlying teacher effects is multidimensional."

MSPnet Location: *Library >> Ed Change & Policy *
http://hub.mspnet.org/index.cfm/29253
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDJKwSoSPqIrs48AQtMb6MOZ8NA0OT6g48_lQnEGK0rrxatEb-NJ1V4GGmObRBFvjx9zidlOPjhEcvpJHUJ_ogBzPMuxx5E8NdTChW_jTZGxG0G0JHPQYpkMaKIPuEeYDo&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*5. "Assessing And Evaluating Teacher Education Programs: APA Task Force
Report
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDx3wX_KxolHHqqNo2lD8081YxhZ906sph9g-dDJaSNDcBo6-MzbEXIY5LbDuYe3El-CtBvw_uJiYGUODHuT-n9i6NpNxJvsOwnE53q8L86ao6-lrAP3DJbm1U3VY8Tr3U&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*F. Worrell, M. Brabeck, C. Dwyer, K. Geisinger, R. Marx, G. Noell, R.
Pianta, American Psychological Association, 2014.

"Effective teaching has long been an issue of national concern, but in
recent years focus on the effectiveness of programs to produce high-quality
teachers has sharpened. Long-standing achievement gaps persist despite
large-scale legislative changes at the federal and state levels, and
American students continue to show poorer performance on international
tests compared to peers in other developed nations. These and other factors
have resulted in the creation of new accreditation standards for teacher
education programs. These standards, developed by the Council for the
Accreditation of Education Programs (CAEP), require teacher education
programs to demonstrate their graduates are capable of having strong
positive effects on student learning. The data and methods required to
evaluate the effectiveness of teacher education programs ought to be
informed by well-established scientific methods that have evolved in the
science of psychology, which at its core addresses the measurement of
behavior. Recent work highlights the potential utility of three methods for
assessing teacher education program effectiveness: (1) value-added assess-
ments of student achievement, (2) standardized observation protocols, and
(3) surveys of teacher performance. These methodologies can be used by
institutions to demonstrate that the teacher candidates who complete their
programs are well prepared to support student learning. In this light, we
discuss the evaluation of teacher education programs using these three
methodologies, highlight the utility and limitations of each of these
methodologies for evaluating teacher education programs, and provide a set
of recommendations for their optimal use by teacher education programs and
other stakeholders in teacher preparation, including states and
professional associations."

MSPnet Location: *Library >> Ed Change & Policy *
http://hub.mspnet.org/index.cfm/29248
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDx3wX_KxolHHqqNo2lD8081YxhZ906sph9g-dDJaSNDcBo6-MzbEXIY5LbDuYe3El-CtBvw_uJiYGUODHuT-n9i6NpNxJvsOwnE53q8L86ao6-lrAP3DJbm1U3VY8Tr3U&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*6. "Competing Strands Of Educational Reform Policy: Can Collaborative
School Reform and Teacher Evaluation Reform Be Reconciled?
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDxQPwxToc4JcXkP-ssrvktjPX016Zfkg9_pSWz668mUcTT8lg_r_mCcRzxxRGZFudG9AfHEJ4uUsTQwfJQKxAe07fj-Rkxu8b41FdGTzZpiVoHtwMzMM5tU-2PTHUHHsk&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Nathan D. Jones, Elizabeth Bettini, Mary T. Brownell, Albert Shanker
Institute, April 2016.

"Both collaborative school reform and teacher evaluation reform show
promise for improving teaching and learning. Yet, when enacted in schools,
they have the potential to undermine one another. Therefore, the purpose of
this paper is to begin conceptualizing one avenue for reconciling these
policies. We consider how future research might begin to develop measures
to evaluate collaborative teaching, specifically teachers performance as a
team engaged in collaboratively enhancing students learning. We urge
policymakers, researchers and practitioners alike to take seriously the
need to make space in the evaluation process for the assessment of team
work in schools."

MSPnet Location: *Library >> Ed Change & Policy *
http://hub.mspnet.org/index.cfm/29262
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDxQPwxToc4JcXkP-ssrvktjPX016Zfkg9_pSWz668mUcTT8lg_r_mCcRzxxRGZFudG9AfHEJ4uUsTQwfJQKxAe07fj-Rkxu8b41FdGTzZpiVoHtwMzMM5tU-2PTHUHHsk&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*7. "Does Class Size Matter?
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDz0gim3gE931fO7BdtQzwHMqRQfNYi1M2_PnlUcNpIqvhYlAKM1rkzBxTKZsrlQdMVcnRxgzgBnV2Lg7wK8dUxqvnBgm6xqfJP8wnbCPtdqQHV1YDGZ3M0bHXvgT9CD6O&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Diane Whitmore Schanzenbach, National Education Policy Center, February
2014.

"This policy brief summarizes the academic literature on the impact of
class size and finds that class size is an important determinant of a
variety of student outcomes, ranging from test scores to broader life
outcomes. Smaller classes are particularly effective at raising achievement
levels of low-income and minority children. Policymakers should carefully
weigh the efficacy of class-size policy against other potential uses of
funds. While lower class size has a demonstrable cost, it may prove the
more cost-effective policy overall."

MSPnet Location: *Library >> Ed Change & Policy *
http://hub.mspnet.org/index.cfm/26711
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDz0gim3gE931fO7BdtQzwHMqRQfNYi1M2_PnlUcNpIqvhYlAKM1rkzBxTKZsrlQdMVcnRxgzgBnV2Lg7wK8dUxqvnBgm6xqfJP8wnbCPtdqQHV1YDGZ3M0bHXvgT9CD6O&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*8. "STEM Integration in K-12 Education: Status, Prospects, and an Agenda
for Research
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDFbuKc88wlXZSeJ5Szj568kxK0jIvdkbti_23MciEq35hm_cQKZDFQzUt-OD20e5j6B2_IoW71wl96qfTC6cjbrn-uID4ebY3l8vVzKZEekNSdMVcfMQZau7Pzx_6vDYe&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Margaret Honey, Greg Pearson, Heidi Schweingruber, Committee on Integrated
STEM Education, National Academy of Engineering, National Research Council,
National Academies Press, February 2014.

"Leaders in business, government, and academia assert that education in the
STEM subjects (science, technology, engineering, and mathematics) is vital
not only to U.S. innovation capacity but also as a foundation for
successful employment, including (but not limited to) work in the STEM
fields. K-12 STEM education, including standards and assessments, has
tended to focus on the individual subjects, most often science and
mathematics. The T and E of STEM have received relatively little attention.
However, recent reform efforts, like the Next Generation Science Standards
(NGSS), are stressing STEM connections - in the case of NGSS, between
science and engineering. *STEM Integration in K-12 Education* examines
current efforts to connect the STEM disciplines in K-12 education. This
report identifies and characterizes existing approaches to integrated STEM
education, both in formal and after- and out-of-school settings. The report
reviews the evidence for the impact of integrated approaches on various
student outcomes, and it proposes a set of priority research questions to
advance the understanding of integrated STEM education. *STEM Integration
in K-12 Education *proposes a framework to provide a common perspective and
vocabulary for researchers, practitioners, and others to identify, discuss,
and investigate specific integrated STEM initiatives within the K-12
education system of the United States. *STEM Integration in K-12 Education*
makes recommendations for designers of integrated STEM experiences,
assessment developers, and researchers to design and document effective
integrated STEM education. This report will help to further their work and
improve the chances that some forms of integrated STEM education will make
a positive difference in student learning and interest and other valued
outcomes."

MSPnet Location: *Library >> Ed Change & Policy *
http://hub.mspnet.org/index.cfm/26696
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDFbuKc88wlXZSeJ5Szj568kxK0jIvdkbti_23MciEq35hm_cQKZDFQzUt-OD20e5j6B2_IoW71wl96qfTC6cjbrn-uID4ebY3l8vVzKZEekNSdMVcfMQZau7Pzx_6vDYe&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*9. "Preschoolers’ Inquisitiveness and Science-relevant Problem Solving
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCVZ2YYSYAigkxZFpjmsKvwCzc7sZ5UZ8EN-lhfxJ3k0kfMsmk3y_EYJawfSBNXNGSoBVCPVioEj9WWHg91C-ZSe5TUoxBAwTNbxycRLVZX_fzfmjStRw0KP2J944w8Ua7tjhsvZVCbnQ&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Maria Fusaro, Maureen C. Smith, Early Childhood Research Quarterly, 2018.

"Preschoolers use their emerging scientific inquiry skills, including
seeking information through questions, to explore, and solve problems
within, the physical world around them. This study examines preschoolers'
attempts to solve novel science-relevant problems and their use of
science-relevant ideas within those problem solutions. Four- to
five-year-olds (N = 24) were presented with seven novel problems, depicted
in line drawings (e.g., determining which of two bags holds pillows, rather
than rocks). Individual differences were examined in the use of
foundational science-relevant concepts and skills within children's
responses (California Department of Education, 2012), as well as in the
child's tendency to ask questions (i.e., inquisitiveness) in a second
open-ended task. MANCOVA analyses indicated that inquisitiveness was
associated with the accuracy and fluency of children's problem solutions,
even after accounting for differences in receptive vocabulary, gender, and
age. Further research is warranted on the interplay of inquisitiveness,
science knowledge, as well as other socialization and educational
influences, in children's early science skills, including their ability to
engineer solutions to realistic problems."

MSPnet Location: *Library >> Teaching and Learning *
http://hub.mspnet.org/index.cfm/33274
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCVZ2YYSYAigkxZFpjmsKvwCzc7sZ5UZ8EN-lhfxJ3k0kfMsmk3y_EYJawfSBNXNGSoBVCPVioEj9WWHg91C-ZSe5TUoxBAwTNbxycRLVZX_fzfmjStRw0KP2J944w8Ua7tjhsvZVCbnQ&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*10. "Implementing the Next Generation Science Standards: Strategies for
Educational Leaders
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDq0wM60wWZqhGBAOHllk4lZlPeQYg7aYi6n3X1hwbjjGIVwvn13-jUqFd_iTRfw_PsmVvOw7TXplYYbqh2yQZbSCRFMwVGuhA5ULH21WFSlPTLN--Uqfw7yD4LvqjQGXW&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*William R. Penuel, Christopher J. Harris, Angela Haydel DeBarger, Phi
Delta Kappan, March 2015.

"*The Next Generation Science Standards* embody a new vision for science
education grounded in the idea that science is both a body of knowledge and
a set of linked practices for developing knowledge. The authors describe
strategies that they suggest school and district leaders consider when
designing strategies to support NGSS implementation."

MSPnet Location: *Library >> Ed Change & Policy *
http://hub.mspnet.org/index.cfm/27941
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDq0wM60wWZqhGBAOHllk4lZlPeQYg7aYi6n3X1hwbjjGIVwvn13-jUqFd_iTRfw_PsmVvOw7TXplYYbqh2yQZbSCRFMwVGuhA5ULH21WFSlPTLN--Uqfw7yD4LvqjQGXW&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*Most Popular Articles from our MSP and STEM+C Community*
*1. "Intra- and Interschool Interactions about Instruction: Exploring the
Conditions for Social Capital Development
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyD9s_SsWao-bWZOh2Kor4xzPzUh3zLFtA6M-qwheRuhOPb1SVzxkpv3i8aKX1jrRET4-0Ld7Mb4INRLF4XxgFWfV0J2dPktJy8k9etX_qH4mn49lHRICAhmVa-0PFrlkQp&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*James P. Spillane, Megan Hopkins, Tracy M. Sweet, American Journal of
Education, November 2015.

"Although social ties are a necessary condition for social capital, there
is a dearth of research on the factors associated with the existence of
such ties among school staff. Using a mixed-methods approach, we examined
the role of both formal organizational infrastructure and individual
characteristics in shaping advice and information interactions about
instruction among school staff within and between schools. Our findings
from social-network models showed that, while individual characteristics
were associated with within- and between-school ties, aspects of the formal
school organization had larger effects. Moreover, having a subject-specific
leadership position most strongly predicted between-school ties. Our
analysis of interview data supported and extended these findings, showing
that leadership positions worked in tandem with other aspects of the
organizational infrastructure, such as organizational routines, to
influence school staff members interactions about instruction."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/29259
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyD9s_SsWao-bWZOh2Kor4xzPzUh3zLFtA6M-qwheRuhOPb1SVzxkpv3i8aKX1jrRET4-0Ld7Mb4INRLF4XxgFWfV0J2dPktJy8k9etX_qH4mn49lHRICAhmVa-0PFrlkQp&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*2. "The Influence of Teachers’ Knowledge on Student Learning in Middle
School Physical Science Classrooms
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDfNnuADG2_6HTPtNzvSx0NPAUOHN0lWwmEyMTHTl3j_lBu7vocEM335ifFo6JZ73hUfQZTJeM3pYkFSF_o-X2XwCrNXu05inaBuc9K76UHXrSOcW5-fdbp2RY1MRmAVaM&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Philip Sadler, Gerhard Sonnert, Harold Coyle, Nancy Cook Smith, Jaimie L.
Miller, American Educational Research Journal, 2013.

"This study examines the relationship between teacher knowledge and student
learning for 9,556 students of 181 middle school physical science teachers.
Assessment instruments based on the National Science Education Standards
with 20 items in common were administered several times during the school
year to both students and their teachers. For items that had a very popular
wrong answer, the teachers who could identify this misconception had larger
classroom gains, much larger than if the teachers knew only the correct
answer. On items on which students did not exhibit misconceptions, teacher
subject matter knowledge alone accounted for higher student gains. This
finding suggests that a teachers ability to identify students most common
wrong answer on multiple-choice items, a form of pedagogical content
knowledge, is an additional measure of science teacher competence."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/29255
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDfNnuADG2_6HTPtNzvSx0NPAUOHN0lWwmEyMTHTl3j_lBu7vocEM335ifFo6JZ73hUfQZTJeM3pYkFSF_o-X2XwCrNXu05inaBuc9K76UHXrSOcW5-fdbp2RY1MRmAVaM&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*3. "Using Value-Added Models to Measure Teacher Effects on Students'
Motivation and Achievement
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDyNYZr04PqaPkc0BqItevoxYKpjzAbC0MXj2IYFwOaB6QVGwAyYXTfdprRTie_m7MJRe7Z8GWbno2p67TTXqE3bctDisTUZKJKCDl0IhzYtn52SggvmZY2rwLrD5WAWll&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Erik A. Ruzek, Thurston Domina, AnneMarie M. Conley, Greg J. Duncan,
Stuart A. Karabenick, Journal of Early Adolescence, 2015.

"Value-added (VA) models measure teacher contributions to student learning
and are increasingly employed in educational reform efforts. Using data
from 35 seventh-grade teachers and 2,026 students across seven schools, we
employ VA methods to measure teacher contributions to students'
motivational orientations (mastery and performance achievement goals) and
their mathematics performance. The analysis suggests less variation in
teachers' contributions to students' achievement goals than mathematics
achievement. However, during a time when most students' mastery motivation
is declining sharply, a one standard deviation increase in teacher
contributions to student mastery orientation is associated with a 40%
smaller decline in student mastery goals. Teacher mastery contributions are
also associated with gains in a student's seventh-grade mathematics
achievement (d = .11). In addition to using VA measures to focus on
improving student achievement, these measures can be used to orient
teachers, schools, and districts on the enhancement of students' motivation
to learn."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/29250
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDyNYZr04PqaPkc0BqItevoxYKpjzAbC0MXj2IYFwOaB6QVGwAyYXTfdprRTie_m7MJRe7Z8GWbno2p67TTXqE3bctDisTUZKJKCDl0IhzYtn52SggvmZY2rwLrD5WAWll&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*4. "The Impact of a Middle School Engineering Course on Students’ Academic
Achievement and Non-Cognitive Skills
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCYlOiov6jxcOOEo1UHamI705SGWCzUa-L0LlzjFT4Nhp3Zbp7fvISy4WRai0kElSk0QnylpU85nBct62noBUVtkm6_PTHxYaCdsb8GnJqpLsoNOSHkgYpTEw6USiip3Qa_hcKbQxC2Jh&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Meltem Alemdar, Roxanne A. Moore, Jeremy A. Lingle, Jeff Rosen, Jessica
Gale, Marion C. Usselman, International Journal of Education in
Mathematics, Science and T, 2018.

"Engineering and integrated STEM experiences are being promoted at the K-12
level to increase interest and retention in STEM and to reinforce learning
of mathematics and science content. However, research is still emerging
regarding best practices for curriculum development, student impacts, and
transfer of knowledge across disciplines. The purpose of this study is to
investigate the impact of middle school engineering curriculum on students'
academic achievement in science and mathematics and also on non-cognitive
skills such as student engagement and self-efficacy in academics.
Specifically, the Engineering Design Process (EDP) conceptual model is used
as a framework for the engineering curriculum, which is also grounded in
Problem-Based Learning (PBL) practices while integrating science practices
and foundational mathematics. Participants include 6th-8th grade students
at four public middle schools in Georgia. The research results show that
students who have taken at least two engineering courses show statistically
significant gains on state-level standardized science and mathematics tests
over those students who were never enrolled in these courses. Further, the
results show a statistically significant increase in cognitive and
behavioral engagement in STEM and science interest. The results of this
study support the idea that enabling students to practice their science and
mathematics skills and knowledge within the context of interesting and
engaging middle school engineering classes can significantly benefit both
their engagement in STEM and their academic achievement."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/33606
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCYlOiov6jxcOOEo1UHamI705SGWCzUa-L0LlzjFT4Nhp3Zbp7fvISy4WRai0kElSk0QnylpU85nBct62noBUVtkm6_PTHxYaCdsb8GnJqpLsoNOSHkgYpTEw6USiip3Qa_hcKbQxC2Jh&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*5. "Measuring Science Instructional Practice: A Survey Tool for the Age of
NGSS
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDnhoxsy0px2hq0GI5tUMyhy4ojl1gL8tAOwErXJfSuQESzeShaetAHTc_SqjKEbLpAlmejhPTM9O-uH-X9t4IS1w1C3sXNXeppgFOHPlrBj2SRwMWb_ABY3x7LUnm1mEB&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Kathryn N. Hayes, Christine S. Lee, Rachelle DiStefano, Dawn O'Connor,
Jeffery C. Seitz, Journal of Science Teacher Education, February 2016.

"Ambitious efforts are taking place to implement a new vision for science
education in the United States, in both Next Generation Science Standards
(NGSS)- adopted states and those states creating their own, often related,
standards. In- service and pre-service teacher educators are involved in
supporting teacher shifts in practice toward the new standards. With these
efforts, it will be important to document shifts in science instruction
toward the goals of NGSS and broader science education reform. Survey
instruments are often used to capture instructional practices; however,
existing surveys primarily measure inquiry based on previous definitions
and standards and with a few exceptions, disregard key instructional
practices considered outside the scope of inquiry. A comprehensive survey
and a clearly defined set of items do not exist. Moreover, items specific
to the NGSS Science and Engineering practices have not yet been tested. To
address this need, we developed and validated a Science Instructional
Practices survey instrument that is appropriate for NGSS and other related
science standards. Survey construction was based on a literature review
establishing key areas of science instruction, followed by a systematic
process for identifying and creating items. Instrument validity and
reliability were then tested through a procedure that included cognitive
interviews, expert review, exploratory and confirmatory factor analysis
(using independent samples), and analysis of criterion validity. Based on
these analyses, final subscales include: Instigating an Investigation, Data
Collection and Analysis, Critique, Explanation and Argumentation, Modeling,
Traditional Instruction, Prior Knowledge, Science Communication, and
Discourse."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/29337
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDnhoxsy0px2hq0GI5tUMyhy4ojl1gL8tAOwErXJfSuQESzeShaetAHTc_SqjKEbLpAlmejhPTM9O-uH-X9t4IS1w1C3sXNXeppgFOHPlrBj2SRwMWb_ABY3x7LUnm1mEB&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*6. "Designing Educational Systems to Support Enactment of the Next
Generation Science Standards
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCXjgfIE5jldoau2WYTX_oOQAwSd_JspMxx-01kgqepfLmmEHfV0Ie2vjRmMu86blSJmD7CaURfY_lC8eqBikfVCDvRXZgMQPqKI99QO0CscQHw_KjwoI5pYUWLEiXS9AgbmpO5NAxEKg&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Charles W. Anderson, Elizabeth X. de los Santos, Sarah Bodbyl, Beth A.
Covitt, Kirsten D. Edwards, James Brian Hancock II, Qinyun Lin, William R.
Penuel, Mary Margaret Welch, Journal of Research in Science Teaching, July
2018.

"This article reports on a design-based implementation research (DBIR)
project that addresses the question: *How can classrooms be supported at
scale to achieve the three-dimensional learning goals of the Next
Generation Science Standards?* Inherent in this question are three key
design challenges: (i) *three-dimensional learning* -- the multidimensional
changes in curriculum, assessment, and instruction required for
three-dimensional learning; (ii) *scale* -- the necessity of change at
multiple scales in educational systems; and (iii)* diversity* -- achieving
rigor in our expectations with responsiveness to the enduring diversity of
our students, classrooms, and schools. We discuss findings from the *Carbon
TIME* project, which focuses on teaching carbon cycling and energy
transformations at multiple scales. Findings focus on design and knowledge
building in three interconnected contexts. (i) *Assessment* --
understanding and assessing students' three-dimensional learning. Learning
progression frameworks provide insight into students' reasoning and the
basis for efficient and reliable classroom and large-scale assessments that
have used automated scoring of constructed responses for over 80,000 tests.
(ii)* Classrooms* -- classroom discourse and learning communities. Six *Carbon
TIME* units are based on an instructional model that scaffolds students'
engagement with phenomena as questioners, investigators, and explainers.
The units support substantial learning and reduce the achievement gap
between high-pretest and low-pretest students, but with substantial
differences among teachers. (iii) *Professional communities* -- a
professional development course of study and research-practice partnerships
address issues of organizational resources, conflicting norms and
obligations, and building practical knowledge in schools and districts.
Project results show continuing advantages for schools with more
organizational resources. Overall, results provide evidence that it is
possible to measure and achieve three-dimensional learning at scale.
However, this accomplishment requires substantial investments in the
material, human, and social resources of educational communities of
practice."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/33662
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCXjgfIE5jldoau2WYTX_oOQAwSd_JspMxx-01kgqepfLmmEHfV0Ie2vjRmMu86blSJmD7CaURfY_lC8eqBikfVCDvRXZgMQPqKI99QO0CscQHw_KjwoI5pYUWLEiXS9AgbmpO5NAxEKg&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*7. "Eighth-Grade Algebra Course Placement and Student Motivation for
Mathematics
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDc-nC1_OexAT-nSRbDWFN38Q34lXHFe96DFL3V29L6fXdrAu_wBQXBDyxPYkJqyLq2jQhcXhmxGUyxKW-E_cxzi6fSjePqYUw3rEov-pCcJV7hXdC39c4EP241-G90cus&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Rahila Simzar, Thurston Domina, Cathy Tran, AERA Open, January-March 2016.

This study uses student panel data to examine the association between
algebra placement and student motivation for mathematics. Changes in
achievement goals, expectancy, and task value for students in eighth-grade
algebra are compared with those of peers placed in lower-level mathematics
courses (N = 3,306). In our sample, students placed in algebra reported an
increase in performance-avoidance goals as well as decreases in academic
self-efficacy and task value. These relations were attenuated for students
who had high mathematics achievement prior to algebra placement. Whereas
all students reported an overall decline in performance-approach goals over
the course of eighth grade, previously high-achieving students reported an
increase in these goals. Lastly, previously high-achieving students
reported an increase in mastery goals. These findings suggest that while
previously high-achieving students may benefit motivationally from
eighth-grade algebra placement, placing previously average- and
low-performing students in algebra can potentially undermine their
motivation for mathematics.

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/29142
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDc-nC1_OexAT-nSRbDWFN38Q34lXHFe96DFL3V29L6fXdrAu_wBQXBDyxPYkJqyLq2jQhcXhmxGUyxKW-E_cxzi6fSjePqYUw3rEov-pCcJV7hXdC39c4EP241-G90cus&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*8. "Computational Pedagogy: Fostering a New Method of Teaching
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDSFfVswRhteuP1hG2VTwW0Px_vgNEz6crIg1xvaYSttycL0NrjCko2ZFHLHxHVuke2y1j4wsMTvb6M2ahtcZ_QedHXLyqSQfL5258VQQQ30pQJM4ZeomddS9QCnlmmUiM&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Osman Yasar, Peter Veronesi, Jose Maliekal, Leigh J. Little, Sounthone E.
Vattana, Ibrahim Halil Yeter, ASEE Annual Conference and Exposition, June
2016.

"Teaching with technology still remains as a challenge. Making judicious
choices of when, what and how specific tools and pedagogies to use in the
teaching of a topic can be improved with the help of curriculum
inventories, training, and practices but as new and more capable
technologies arrive, such resources and experience do not often transfer to
new circumstances. This article presents a case study in which
computational modeling and simulation technology (CMST) is used to improve
technological pedagogical content knowledge (TPACK) of teachers. We report
findings of a summer training program for both preservice and in-service
teachers in the Northeastern United States. CMST has shown to be effective
on both teaching and learning. Results show that it helps teachers to
integrate technology into their teaching in a more permanent, constructive,
and tool-independent way. It has also shown to improve student learning in
a constructive fashion by first enabling deductive introduction of a topic
from a general simplistic framework and then guiding the learner to
inductively discover underlying STEM principles through experimentation."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/29399
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDSFfVswRhteuP1hG2VTwW0Px_vgNEz6crIg1xvaYSttycL0NrjCko2ZFHLHxHVuke2y1j4wsMTvb6M2ahtcZ_QedHXLyqSQfL5258VQQQ30pQJM4ZeomddS9QCnlmmUiM&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*9. "Research-Practice Partnerships in Education: Outcomes, Dynamics, and
Open Questions
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDbN_DUdhmi_BiLil7eUu4pNUNbRg589igG9cpiEuvTigUyWKO4LhTFphfHR8LyIcTeCwVNGhd27kk2V6RdhNoZlJKW1v5OgxnlPHD80k0DDjBGpf_Ju_t1IA4hmon2CRN&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Cynthia E. Coburn, William R. Penuel, Educational Researcher, February
2016.

"Policymakers, funders, and researchers today view research-practice
partnerships (RPPs) as a promising approach for expanding the role of
research in improving educational practice. Although studies in other
fields provide evidence of the potential for RPPs, studies in education are
few. This article provides a review of available evidence of the outcomes
and dynamics of RPPs in education and related fields. It then outlines a
research agenda for the study of RPPs that can guide funders' investments
and help developing partnerships succeed."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/29131
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDbN_DUdhmi_BiLil7eUu4pNUNbRg589igG9cpiEuvTigUyWKO4LhTFphfHR8LyIcTeCwVNGhd27kk2V6RdhNoZlJKW1v5OgxnlPHD80k0DDjBGpf_Ju_t1IA4hmon2CRN&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*10. "Supporting Integrated STEM In The Elementary Classroom: A
Professional Development Approach Centered On An Engineering Design
Challenge
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCctsxHDYC-wkchidHDs8K9taLgwdQOBAtGb210zO4l-0N0D2JdEAV5S2Q8TprrLAgVitPpobeSxprRyHtHusMEH1pCk8FichJdapfBgiwmoF150oO7EYwCVibLX_tTfiBg4SsDYeVmUu&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*Anne T. Estapa, Kristina M. Tank, International Journal of STEM Education,
March 2017.

"Science, technology, engineering, and mathematics (STEM) education is
becoming more prevalent at the elementary level, and there has been a push
to focus on the integration between the STEM disciplines. Researchers
within this study sought to understand the extent to which triads composed
of a classroom teacher, student teacher, and an engineering fellow were
able to use the context of an engineering design challenge to integrate and
incorporate STEM concepts into the elementary classroom. Using a content
analysis approach, researchers analyzed STEM integration across four phases
of learning: professional development workshop, lesson plan, classroom
enactment, and post-lesson reflection."

MSPnet Location: *Library >> MSP Papers *
http://hub.mspnet.org/index.cfm/31774
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCctsxHDYC-wkchidHDs8K9taLgwdQOBAtGb210zO4l-0N0D2JdEAV5S2Q8TprrLAgVitPpobeSxprRyHtHusMEH1pCk8FichJdapfBgiwmoF150oO7EYwCVibLX_tTfiBg4SsDYeVmUu&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

*Most Popular Webinars*
*1. "The Current State of K-12 Computer Science Education in the US
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyD0NKwlC_qq5hi80OinIHtlN4IDSCinbHOqRrQ5MUpiWq31VBwejsz7Zh2ns77Vqae4wAUdsieBfOeq0ai9N-CAlVux6ZbTlyi842mZXqtZmTyMvi8ac4H7Sp4mzYZ--sWI9M7pUN-JmDbbx9ZWkasOsNKx5pbmC5Hs3tqz8GdrA4=&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*presented by Jeanne Century and Sarah Wille, March 2015.

Momentum is growing around expanding computing opportunities for students.
Organizations like the National Science Foundation and the non-profit
Code.org are working to improve computer science educational opportunities
for all students, but especially females and underrepresented minorities in
the discipline. Still, despite that work and the work of many others,
opportunities for students to learn computer science and what it is are
relatively scarce. This webinar will provide participants with an overview
of what is currently happening in K-12 computer science education now and
areas for future educational research and development. Researchers from
Outlier Research & Evaluation at CEMSE at the University of Chicago will
provide examples from their research and evaluation work including a
current NSF-funded research project (the BASICS Study) that focuses on
identifying key supports for and barriers to implementing introductory
computer science in large school districts

*2. "How to Design 3D Formative Assessments for NGSS
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDxFBSrk1A2VyQ_MFykmJUauqs7VatrTRYJvd6Rnq_QjQ_laB1c6ke30FiZyMNJvV4kLukLJu3c43oPHXjK3iT4Z9wNxbC1f5hcndeC1Lqf6-nk9QQXodFEaFG9Up4kbCbrxNFX56UQi7svuiRa7qmE59CrfGriM7lW7kMOkMpxBs=&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"
*presented by William Penuel and Philip Bell, February 2017.

Both the Framework for K-12 Science Education (NRC, 2012) and the Next
Generation Science Standards (NGSS Lead States, 2013) require new
assessments of science proficiency as an integrated understanding of
disciplinary core ideas, science and engineering practices, and
crosscutting concepts. Though many science teachers, district leaders, and
state science supervisors are tasked with developing these new assessments,
there is a need for both templates to guide design and examples of good
“three-dimensional” assessments to draw upon (NRC, 2013). In this workshop,
we will present and illustrate applications of two tools for integrating
science and engineering practices and crosscutting concepts into
assessments for classroom use. We will also discuss strategies for
integrating supports for emerging bilingual students into formative
assessment tools and practices.

*3. "District & School Implementation of NGSS Through Curriculum Adaptation
& Development
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDCMUgFvYvpMYfr-zttKWz1_s92Z08SU84ipvqZ1k9kInaKEchHaGzJD-5rE0m4oa2ENK8mFclgRjLJWu4MX-PvzawOBB8XHkCKjipBPmPN5QLpGGKxRgJBNBYLUF3U0v7Jy9COJpZwznaapJxq5ib51NKctzeWskHsBlr7G1WFXs=&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,"*
presented by Philip Bell and Kerri Wingert, January 2017.

Bell and Wingert, from the Research+Practice Collaboratory, will share
ideas, lessons learned, and resources from design partnerships that have
been implementing the new vision for K-12 science education. Many of these
resources are housed in a collection of open education resources called
STEM Teaching Tools (http://stemteachingtools.org) and also at
http://researchandpractice.org. They will outline how a curriculum
adaptation approach to professional development can help teachers
understand and implement aspects of the new vision while developing
equity-focused instructional materials to support the learning goals of
NGSS. These are district-level efforts that seek to engage all students,
especially emerging bilingual students, through curriculum adaptation, the
development of formative assessments, and the use of discourse strategies.
They will highlight how research-practice partnerships between school
districts, education researchers, and scientists/engineers can support this
kind of implementation work.

*Most Popular MSP/STEM+C Videos from the STEM for All Video Showcases*

<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCdDS8EJVaICkslPEimO17TMSqhKi1jX5H_5la4NBuFVtgMDnA6iui_S3ENjgpKlxp2gkzecD1ygMZvKbhb4RQJl7vRcg_9PY_u1OfAGxJTgCYqKgANH9jWrJeFgqLGKLgSXcqWnnoVFiPmyn5LNEzwFb6sNWO5bKoA==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

Innovators Developing Accessible Tools for Astronomy
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCdDS8EJVaICkslPEimO17TMSqhKi1jX5H_5la4NBuFVtgMDnA6iui_S3ENjgpKlxp2gkzecD1ygMZvKbhb4RQJl7vRcg_9PY_u1OfAGxJTgCYqKgANH9jWrJeFgqLGKLgSXcqWnnoVFiPmyn5LNEzwFb6sNWO5bKoA==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,
2019.

Presented by: Kate Meredith, Bret Feranchak, Santiago Gasca, Alexandra
Grossi, Kathy Gustavson, Jim Hammerman, Eric Hochberg, Tim Spuck, & Annie
Wilson
------------------------------

<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDt8tF6qZQ2k0fuvjW5Reml9EZ3p4thszK2D9GbSQyjVZIkmpxgC3fo5h8cMfM1i2LaKeeec9dHU4G8cRkFMLdVBXsO6NyqnkipL5kYBBS_8owSr4ODgz17CrVwsD6VjdOOXA_Mi7oXOCrd9BO3adGOA==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

SciGirls Code: A National Connected Learning CS Model
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDt8tF6qZQ2k0fuvjW5Reml9EZ3p4thszK2D9GbSQyjVZIkmpxgC3fo5h8cMfM1i2LaKeeec9dHU4G8cRkFMLdVBXsO6NyqnkipL5kYBBS_8owSr4ODgz17CrVwsD6VjdOOXA_Mi7oXOCrd9BO3adGOA==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,
2018.

Presented by: Joan Freese, Sarah Carter, Katie Hessen, & Cassandra Scharber
------------------------------

<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDLZ7zZT4WYKN5JRhj7-CIZCKAB3xWcm4I9LxG9Qg9Jfm5_66orO_3F-10fqs4LcRO0T_8UFWiT0e8kbIaRjlp65v1UGH7z9sn6m-IhET13vUjqLvA6QB2UuYp5HPhWyIEVQvU3mdJVwwt7Tce43W7ZQ==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>

Learning Trajectories for Everyday Computing (LTEC)
<http://r20.rs6.net/tn.jsp?f=001ETrCZRAy2Myntw0vhwrmLKxGjBZVvUMWz9enzVAKtaj8nkcFUKleCQSDicUEfZyDLZ7zZT4WYKN5JRhj7-CIZCKAB3xWcm4I9LxG9Qg9Jfm5_66orO_3F-10fqs4LcRO0T_8UFWiT0e8kbIaRjlp65v1UGH7z9sn6m-IhET13vUjqLvA6QB2UuYp5HPhWyIEVQvU3mdJVwwt7Tce43W7ZQ==&c=P1tdgDypP2w2CQUBwAgf1BlUl1D3yuk1DJcoWFgXS_CpK-vKwiye2g==&ch=ZxvQTTuujWaTZEY2VxiuIgEOBd91bRZ0hEDhHwN9s1qL0CsjlQ2UsQ==>,
2016.

Presented by: Andy Isaacs, Maya Israel, & George Reese

------------------------------

*To view this email online, go to the MSP News Archive
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Past issues of MSP News are also available online.*
------------------------------

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