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1. Preservice and Beginning Teachers' Perspectives on Equity

   McGraw, Rebecca; Fernandes, Anthony; Jarnutowski, Becca; Wolfe, Jennifer A. (October 2022, PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION)

   Lischka, Alyson E.; Dyer, Elizabeth B.; Jones, Ryan Seth; Lovett, Jennifer N.; Strayer, Jeremy; Drown, Samantha. (Ed.)

   This report is part of a larger, longitudinal study focusing on the development of equity-related knowledge, beliefs, and practice across 68 individuals and five teacher preparation programs. In this brief report, we seek to unpack the ways five preservice and beginning mathematics teachers think about equity, especially as it relates to their current and future teacher practice. Analysis of interview data from these participants suggest as many as twelve different aspects of equity reflected in their thinking, as well as multiple actions teachers could take to promote equity including raising expectations, rejecting deficit views, and using complex instruction. 

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2. Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale

   https://doi.org/10.1177/23328584221130999  

   Jacobson, Erik; Cross Francis, Dionne; Willey, Craig; Wilkins-Yel, Kerrie (January 2022, AERA Open)

   Teachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development. 

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3. How an intensive summer course shapes practices in the classroom: Preservice teachers differentiating science content for multilingual students

   Vazquez_Dominguez, Max (February 2024, Conference of the Americas)

   Baldwin, Amy; Danns, Donna; Howe, Chad (Ed.)

   In this presentation, we will analyze and explain how three university faculty designed an intensive 12-day science methods course for preservice teachers to learn about science. The course, which is part of the Culturally Sustaining Pedagogies in Science for English Language Learners project funded by the National Science Foundation, is focused on differentiating science and engineering content for emerging bilingual students (English/Spanish). After the course, teacher educators then implement this content with 4th - 8th grade students in the STEM Summer Scholars Institute, a 15-day academic enrichment program for emerging bilingual students. Not only will we explain how this differentiation toolkit is helping preservice teachers to build more inclusive and supporting environments in science in their current practice, but we also explore how other content, such asco-teaching models and science and engineering methodologies, shaped their teaching skills. The differentiation toolkit consists of the use of technology, hands-on materials, and multimodalities, and we examine how the preservice teacher-students interactions are structured following a culturally and linguistically relevant methodology for the classroom. Project faculty and teacher educators will discuss our experiences in implementing these methodologies (science and culturally and linguistically relevant practices) including areas of growth. 

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4. Professional knowledge building within an elementary teacher professional development experience on computational thinking in science education

   Hestness, E; Ketelhut, D. J.; McGinnis, J. R.; Plane, J. (January 2018, Journal of technology and teacher education)

   Abstract. We investigated teacher learning within a professional development (PD) workshop series on computational thinking (CT) for elementary-level mentor teachers. The purpose of the PD was to prepare mentor teachers to support preservice teachers in integrating CT into their classroom practice, toward the broader goal of advancing CT for all in the early grades. We examined the ways in which participants collaboratively built on existing professional knowledge as they engaged in professional learning activities designed to introduce CT and related pedagogies for elementary science education. Our data sources were field notes, artifacts, drawings, written reflections, and focus group interviews. We describe how participants developed new understandings of CT integration and made connections to existing professional knowledge of their students, their curriculum, and their school contexts. We discuss implications for teacher learning and PD design relevant to CT, and make recommendations for future research. 

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5. Code, Connect, Create: The 3C Professional Development Model to Support Computational Thinking Infusion

   https://doi.org/10.1145/3328778.3366797  

   Jocius, Robin; Joshi, Deepti; Dong, Yihuan; Robinson, Richard; Cateté, Veronica; Barnes, Tiffany; Albert, Jennifer; Andrews, Ashley; Lytle, Nicholas (February 2020, SIGCSE '20: Proceedings of the 51st ACM Technical Symposium on Computer Science Education)

   Despite the increasing attention to infusing CT into middle and high school content area classrooms, there is a lack of information about the most effective practices and models to support teachers in their efforts to integrate disciplinary content and CT principles. To address this need, this paper proposes the Code, Connect and Create (3C) professional development (PD) model, which was designed to support middle and high school content area teachers in infusing computational thinking into their classrooms. To evaluate the model, we analyzed quantitative and qualitative data collected from Infusing Computing PD workshops designed for in-service science, math, English language arts, and social studies teachers located in two Southeastern states. Drawing on findings from our analysis of teacher-created learning segments, surveys, and interviews, we argue that the 3C professional development model supported shifts in teacher understandings of the role of computational thinking in content area classrooms, as well as their self-efficacy and beliefs regarding CT integration into disciplinary content. We conclude by offering implications for the use of this model to increase teacher and student access to computational thinking practices in middle and high school classrooms. 

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