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Although most teachers recognize the importance of taking investigative, open-ended approaches to students’ learning experiences, implementing them in high school classes can be challenging for teachers. In this work, we analyzed data from multiple sources from a teaching Community of Practice (CoP) to investigate (a) barriers to taking an open-ended approach in teaching labs in physics classes, (b) shifts in teachers’ beliefs about taking an open-ended approach during their engagement in a physics teaching CoP in a partnership program, and (c) a case study of one teacher whose shifts in perceptions about taking an open-ended approach in teaching labs led to her successful implementation in her class. The findings confirm the existence of well-known psychological and structural barriers that can prevent teachers from adopting investigative approaches in teaching physics labs. Moreover, we learned how the interaction of these barriers further complicates the adoption of open-ended approaches in physics classes. The study also revealed a significant gap between teachers’ current practices and their desired methods of conducting labs, particularly in terms of structured versus open-ended approaches. The case study offered deeper insights into how shifts in teaching practices occur through changes in perceptions within a supportive CoP. 

By taking a responsive approach to the design and enactment of teacher professional development (PD), PD instruction can be tailored to teachers’ needs, interests, and concerns. This is of considerable importance in the high school physics teacher PD space, wherein teacher needs turn out to be particularly complex and diverse due to differences in teacher preparation within the discipline. More generally, understanding the degree to which PD programs are responsive to their teachers’ needs can support increased responsiveness. To this end, having a validated survey can assist in measuring the criteria for this responsiveness. This study presents the initial development of a responsive professional development (RPD) survey based on interviews with 13 high school physics teachers. Nine responsive codes were identified through thematic analysis of teacher interviews, and the resulting survey has been administered to 33 teachers for piloting purposes. In this work, the initial survey development process is presented. 

Abstract This study explores the role of unconventional forms of classroom assessments in expanding minoritized students' opportunities to learn (OTL) in high school physics classrooms. In this research + practice partnership project, high school physics teachers and researchers co‐designed a unit about momentum to expand minoritized students' meaningful OTL. Specifically, the unit was designed to (a) expand what it means to learn and be good at science using unconventional forms of assessment, (b) facilitate students to leverage everyday experiences, concerns, and home languages to do science, and (c) support teachers to facilitate meaningful dialogical interactions. The analysis focused on examining minoritized students' OTLs mediated by intentionally designed, curriculum‐embedded, unconventional forms of assessments. The participants were a total of 76 students in 11th or 12th grade. Data were gathered in the form of student assessment tasks, a science identity survey, and interviews. Data analysis entailed: (a) statistical analysis of student performance measured by conventional and unconventional assessments and (b) qualitative analysis of two Latinx students' experiences with the co‐designed curriculum and assessments. The findings suggest that the use of unconventional forms of curriculum‐embedded assessment can increase minoritized students' OTLifthe assessment facilitates minoritized students to personally and deeply relate themselves to academic tasks. 

Abstract In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co‐generation of content and pedagogical knowledge. However, less experienced teachers can face socio‐emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues, and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD. This exploratory case study examines the process of productively navigating socio‐emotional risks and interpersonal tensions encountered by a veteran and pre‐service physics teacher during one episode of discussing physics content. We use a single term,comfort‐building, to encapsulate discursive moves that result in increased feelings of comfort and safety by the participants. Comfort‐building includes moves that serve to mitigate social risk, ease tension, and avoid discomfort, as well as those geared toward finding common ground and co‐navigating challenges. These moves can carve out conversational space for teachers to more confidently face risks associated with being accountable to the physics content knowledge and engage in discipline‐based conversations more deeply. The presented case was followed by video‐stimulated individual interviews to determine how consciously the teachers connected their participation to explicit risk and comfort. This case study highlights an affective dimension for consideration in the continued study and facilitation of science teacher PD, especially programs that bring together teachers with a variety of backgrounds and skill sets.