skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


This content will become publicly available on February 12, 2026

Title: Teacher Decisions and Perspectives in Scratch TIPP&SEE Implementation
According to an ecological affordances perspective, any static curriculum has a set of affordances, and differences in teachers, students, and the teaching environment change how those affordances are viewed and used. Therefore, teaching is a relationship between the curriculum, the teacher, and the students. As such, it is not only possible but expected that a teacher will diverge from the details of a lesson plan to better accommodate the needs of themselves as a teacher and their students as learners. In this study, we report on a mixed-methods investigation that explores the different ways upper-elementary and middle-school (7- 13 y.o. students) teachers implement the Scratch-based TIPP&SEE learning strategy and the reasoning for their approaches. As expected, we find that teachers across grade levels often deviate from lesson plan details to cater to their own classrooms. For example, teachers serving younger grades were far more likely to keep scaffolds that lesson plans suggest removing. The varied degree of deviation suggests that the repeated use of a learning strategy, alongside lesson plans that present a variety of scaffolded implementations, is beneficial in enabling teachers to adapt lesson content to serve the needs of their specific classroom.  more » « less
Award ID(s):
2201313
PAR ID:
10585806
Author(s) / Creator(s):
; ; ; ; ;
Publisher / Repository:
ACM
Date Published:
ISBN:
9798400705311
Page Range / eLocation ID:
694 to 700
Subject(s) / Keyword(s):
Ecological Affordances TIPP&SEE Scratch K-8 Curriculum
Format(s):
Medium: X
Location:
Pittsburgh PA USA
Sponsoring Org:
National Science Foundation
More Like this
  1. ; (, Frontiers in Education)
    Christiansen, I (Ed.)
    Despite the importance of reasoning and proving in mathematics and mathematics education, little is known about how future teachers become proficient in integrating reasoning and proving in their teaching practices. In this article, we characterize this aspect of prospective secondary mathematics teachers’ (PSTs’) professional learning by drawing upon the commognitive theory. We offer a triple-layer conceptualization of (student)learning,teaching, andlearning to teachmathematics via reasoning and proving by focusing on the discourses students participate in (learning), the opportunities for reasoning and proving afforded to them (teaching), and how PSTs design and enrich such opportunities (learning to teach). We explore PSTs’ pedagogical discourse anchored in the lesson plans they designed, enacted, and modified as part of their participation in a university-based course:Mathematical Reasoning and Proving for Secondary Teachers. We identified four types of discursive modifications: structural, mathematical, reasoning-based, and logic-based. We describe how the potential opportunities for reasoning and proving afforded to students by these lesson plans changed as a result of these modifications. Based on our triple-layered conceptualization we illustrate how the lesson modifications and the resulting alterations to student learning opportunities can be used to characterize PSTs’ professional learning. We discuss the affordances of theorizing teacher practices with the same theoretical lens (grounded in commognition) to inquire student learning and teacher learning, and how lesson plans, as a proxy of teaching practices, can be used as a methodological tool to better understand PSTs’ professional learning. 
    more » « less
  2. ; ; (, ASEE Annual Conference proceedings)
    In recent years, Wyoming has developed Computer Science (CS) standards for adoption and use within K-12 classrooms. These standards, adopted in January of 2022, go into effect for the 2022-2023 school year. The University of Wyoming has offered two different computer science week-long professional developments for teachers. Many K-12 teachers do not have a CS background, so developing CS lessons plans can be a challenge in these PDs.This research study is centered around three central questions: 1) To what extent did K-12 teachers integrate computing topics into their PD created lesson plans; 2) How do the teacher perceptions from the two CS PDs compare to each other; and 3) How was the CS PD translated to classroom activity? The first PD opportunity (n=14), was designed to give hands-on learning with CS topics focused on cybersecurity. The second PD opportunity (n=28), focused on integrating CS into existing curricula. At the end of each of these PDs, teacher K-12 teachers incorporated CS topics into their selected existing lesson plan(s). Additionally, a support network was implemented to support excellence in CS education throughout the state. This research study team evaluated the lesson plans developed during each PD event, by using a rubric on each lesson plan. Researchers collected exit surveys from the teachers. Implementation metrics were also gathered, including, how long each lesson lasted, how many students were involved in the implementation, what grades the student belonged to, the basic demographics of the students, the type of course the lesson plan was housed in, if the K-12 teacher reached their intended purpose, what evidence the K-12 teacher had of the success of their lesson plan, data summaries based on supplied evidence, how the K-12 teachers would change the lesson, the challenges and successes they experienced, and samples of student work. Quantitative analysis was basic descriptive statistics. Findings, based on evaluation of 40+ lessons, taught to over 1500 K-12 students, indicate that when assessed on a three point rubric of struggling, emerging, or excellent - certain components (e.g., organization, objectives, integration, activities & assessment, questions, and catch) of K-12 teacher created lessons plans varied drastically. In particular, lesson plan organization, integration, and questions each had a significant number of submissions which were evaluated as "struggling" [45%, 46%, 41%] through interesting integration, objectives, activities & assessment, and catch all saw submissions which were evaluated as "excellent" [43%, 48%, 43%, 48%]. The relationship between existing K-12 policies and expectations surfaces within these results and in combination with other findings leads to implications for the translation of current research practices into pre-collegiate PDs. 
    more » « less
  3. ; ; ; (, Proceedings of the 2024 on RESPECT Annual Conference)
    To broaden indigenous students' participation in Computer Science (CS) education, we conducted a research practitioner partnership (RPP) project, where teachers were taught the CS principles lessons offered by Code.org and asked to integrate mobile application development within their current courses. Additionally, modules and guidance were provided on culturally responsive pedagogy (CRP), and an in-classroom implementation of a five-day lesson plan was co-created via a participatory approach. In this experience report, we describe the RPP organization and early findings from our collected teachers' pre/post survey, lesson plans, projects, and students' pre/post survey. The positive outcomes from our RPP project provided valuable teacher learning experiences and actionable, culturally responsive computing lesson plans for the indigenous community. 
    more » « less
  4. ; ; (, 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. 
    more » « less
  5. ; ; ; ; ; (, Journal of STEM Teacher Education)
    Brown, Ryan; Antink-Meyer, Allison (Ed.)
    Current education reforms call for engaging students in learning science, technology, engineering, and mathematics (STEM) in an integrative way. This critical case study of one fourth grade teacher investigated the use of educational robots (ER) not only for teaching coding, but as an instructional support in teaching mathematical concepts. To support teachers in teaching coding in an integrative and logical manner, our team developed the Collective Argumentation Learning and Coding (CALC) approach. The CALC approach consists of three elements: choice of task, coding content, and teacher support for argumentation. After a cohort of elementary teachers completed a professional development course, we followed them into their classrooms to support and document implementation of the CALC approach. Data for this case consisted of video recordings of two lessons, a Pre-interview, and Post-interview after each lesson. Research questions included: How does an elementary teacher use the CALC approach (integrative STEM approach) to teach mathematics concepts with ER? What are the teacher’s perspectives towards teaching mathematics with ER using an integrative STEM approach? Results from this critical case provide evidence that teachers can successfully integrate ER into the mathematics curriculum without losing coherence of mathematics topics and while remaining sensitive to students’ needs. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email