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1. Dimensions of Successful Elementary Teachers' Effectiveness during Professional Development

   Swars Auslander, S. (October 2021, Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Olanoff, D. (Ed.)

   This 5-year mathematics professional development project involves 27 elementary teachers being prepared and supported as Elementary Mathematics Specialists (EMSs) through completion of a university’s K-5 Mathematics and Teacher Supporting & Coaching Endorsement programs, as well as participation in Professional Learning Communities and individual mentoring. Across the project, data are gathered to examine changes in mathematical content knowledge, instructional and coaching practices, beliefs, and teacher leader skills of the EMSs. Described here are Year 1 data from the participants, who have been identified as successful, experienced teachers, focusing on specific aspects of teacher effectiveness. The findings illuminate their classroom instructional practices, including those that are learner-centered and equitable, along with their early histories as learners of mathematics. 

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2. 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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3. Preservice teachers comparing their experiences in implementing science lesson plans during a summer program and in regular school classrooms: Lessons learned

   Vazquez_Domimguez, Max; Goodwin, Lindsay; Hardee, Sheri (February 2024, Conference of the Americas)

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

   In this presentation, we will do a longitudinal comparison of science lesson plan implementations from a group of preservice teachers’ experiences during a STEM-based summer program to their experiences during their Fall semester in their practice in regular elementary and middle schools. On the one hand, their summer experiences consisted of learning and implementing science and engineering lesson plans using culturally and linguistically sustaining pedagogies, which was an intensive and guided opportunity led by university faculty on one of the university campuses. In this experience, preservice teachers collaborated with peers for 15 days to implement and evaluate their teaching of science activities in a flexible environment. On the other hand, preservice teachers have their required practice in schools during senior year to implement lesson plans and become familiar with the regular tasks of an in-service teacher. This comparison is part of the research conducted by the Culturally Sustaining Pedagogies in Science for English Language Learners project funded by the National Science Foundation and focuses on providing the necessary pedagogical tools to teach STEM to multilingual students (in our case, from Latin American countries). We conclude with a series of recommendations for preservice teachers and in-service teachers who have multilingual and emerging bilingual learners in their classrooms. 

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4. “I Didn't Know It Formally”: Shifting Work and Intended Influences of Informal Teacher Leaders in the Third Year of Mathematics Professional Development

   https://doi.org/10.1111/ssm.18340  

   Brown, Karie; Auslander, Susan Swars; Vo, Michael_Cao Hung; Bingham, Gary E; Fuentes, Debra S (January 2025, School Science and Mathematics)

   The development and use of elementary mathematics specialists (EMSs) is an indispensable approach for improving mathematics instruction in schools. This holistic singular‐case study explored the teacher leadership of 26 EMSs across a three‐year period as they developed in their informal teacher leader role during a five‐year mathematics professional development program. To examine participants' teacher leader work and intended influences of these efforts, quantitative and qualitative data were collected. Findings of a teacher leader record show the prevalence, variability, audiences, and shifts in their teacher leader efforts, with the interview data illuminating complexity and extensions. In their advocacy for ambitious and equitable instruction, the EMSs sought to support students, families, teachers, administrators, and community members in particular ways. Shifts were observed as they became more comfortable with their roles and responsibilities as teacher leaders. They were increasingly positioned as holders of expertise within communities of practices in their schools, contributing to more influence in their settings. EMSs reported not only supporting teachers through leading professional development but advocating for students and best practices informally in ad hoc hallway conversations. Notably, the EMSs recognized expertise in fellow teachers and sought to elevate them as leaders. 

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5. Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction.

   https://doi.org/10.1007/s10639-020-10115-5  

   Rich, K. M.; Yadav, A.; Larimore, R. (January 2020, Education and information technologies)

   Incorporating computational thinking (CT) ideas into core subjects, such as mathematics and science, is one way of bringing early computer science (CS) education into elementary school. Minimal research has explored how teachers can translate their knowledge of CT into practice to create opportunities for their students to engage in CT during their math and science lessons. Such information can support the creation of quality professional development experiences for teachers. We analyzed how eight elementary teachers created opportunities for their students to engage in four CT practices (abstraction, decomposition, debugging, and patterns) during unplugged mathematics and science activities. We identified three strategies used by these teachers to create CT opportunities for their students: framing, prompting, and inviting reflection. Further, we grouped teachers into four profiles of implementation according to how they used these three strategies. We call the four profiles (1) presenting CT as general problem-solving strategies, (2) using CT to structure lessons, (3) highlighting CT through prompting, and (4) using CT to guide teacher planning. We discuss the implications of these results for professional development and student experiences. 

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