Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers' (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which indicates two broad pedagogical categories and nine…

Learning progressions (LPs) are considered to have great potential to improve pedagogical practices. However, even with LPs, teachers may still be unaware of the barriers that keep students from progressing; many are struggling with essential pedagogical strategies to support students' progression. This study thus proposed an educative LP (ELP), a…

International science education reforms seek to support teachers in using everyday assessment to draw out and work with student ideas; however, developing these instructional practices requires time and support. This paper investigates how a professional development program supported high school chemistry teachers to learn about formative…

Field supervisors are central to clinical teaching, but little is known about how their feedback informs preservice teachers (PSTs) development. This sequential mixed methods study examines over 3,000 supervisor observation evaluations. We qualitatively code supervisor written feedback, which indicates 2 broad pedagogical categories and 9 separate…

This dissertation explored the perspectives of stakeholders within a university-level Spanish Heritage Language (SHL) program in Arizona, focusing on their language ideologies and critical language education efforts. The study, rooted in Critical Language Awareness (CLA) and Culturally Sustaining Pedagogy (CSP) frameworks, challenges deficit-based…

This study examined the learning trajectory of five US humanities teachers when navigating learning to teach the difficult history of school desegregation within a context of a six-month inquiry-based professional development. The research questions were: What do teachers frame as problems when teaching difficult histories? How do they…

This study examines whether teachers' content adaptations to middle school math curricula align with mathematical learning progressions and explores their motivations for adaptation. This study originates from a concern that as teachers make adaptations to their lessons, they may make adaptations that move students away from the intended learning…

This Blueprint is a distillation of what the National Center on Education and the Economy (NCEE) has learned across nearly four decades of research and working shoulder-to-shoulder with partners to support education leaders and practitioners, policymakers, researchers, and community stakeholders to study, design, and build equitable,…

Purpose: A growing trend in instructional improvement efforts is the use of formative assessment informed by research-based developmental trajectories of how students gain deeper understanding of subject matter content over time. This article reports the findings of a large-scale experimental study of an innovative mathematics professional…