Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations…

The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision-making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their…

The findings reported in this paper were generated from a case study of teacher leaders at a state-level mathematics conference. Investigation focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof. Purposeful sampling was employed to select nine…

This study represents a first iteration in the design process of the Growing Awareness Inventory (GAIn), a structured observation protocol for building the awareness of preservice teachers (PSTs) for resources in mathematics and science classrooms that can be used for culturally responsive pedagogy (CRP). The GAIn is designed to develop awareness…

The purpose of this three-year case study was to understand how a beginning biology teacher (Alice) designed and taught a 5E unit on natural selection, how the unit changed when she took a position in a different school district, and why the changes occurred. We examined Alice's developing beliefs about science teaching and learning,…

Two related case studies of secondary mathematics teachers examine the roles and conditions helpful in initiating, directing, and/or supporting teachers' own professional development. Using multiple data sources from school-based and professional settings, we applied analytic induction to identify patterns of similarities and differences in…

Research and theory suggest several instructional practices that could enhance student self-efficacy. However, little is known about the ways these instructional practices interact with individual students to create opportunities or challenges for developing adaptive self-efficacy. In this study, we focused on two sources of efficacy, mastery…

The context and nature of teacher efficacy beliefs provide a method upon which to explore science teachers' perceptions of their teaching effectiveness and student achievement as a function of ethnicity. Promotion of a more in-depth knowledge of science teaching efficacy requires cross-sectional and longitudinal investigations. In this study, a…

The article explores the effect of the engagement of university science, technology, engineering, and mathematics (STEM) faculty in the Math and Science Partnership program. The findings suggest that K-12 teachers benefited from the engagement in terms of improved approaches to teaching and learning, increased knowledge of subject matter content,…

Policymakers and industry leaders are calling for a 21st century education that is more interdisciplinary in nature, including the ability to solve problems and think creatively. Traditional teaching practices that present subjects as separate and distinct disciplines do not encourage students to make connections between subjects in school and in…

This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth- and seventh-grade students' learning through a series of project-based engineering activities. This two-year project enriched regular school curricula by introducing real-world applications of science and…

This paper illustrates ways to employ teacher portfolios to improve the quality of methods course experiences for prospective mathematics teachers. Based upon research conducted in an undergraduate teacher preparation program, this case study describes how the author used teacher portfolios to mentor prospective teachers in new ways. The case…

This article presents a study exploring the beliefs, knowledge, and practices of four middle and secondary science teachers participating in a collaborative curriculum action research project. Using a case study methodology, the views and practices of these teachers were described and analyzed as they investigated novel ideas about scientific…

Researchers observed 28 university faculty in graduate and undergraduate science and mathematics courses in a three-year, longitudinal study of teaching. Subjects were selected from five higher education institutions in the state where faculty had a two- to five-year association with a reform-based NSF professional development program. Observer…