The transition to fully or partially online instruction for K–12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K–12 student learning in online settings in emergency situations but also, more troublingly, in K–12 online teaching and learning more generally. A systematic review of literature regarding K–12 online teaching and learning in the United States was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation’s educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K–12 online settings (prepared educators, technology access and autonomy, students’ developmental needs and abilities, and students’ self-regulated learning skills). The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment).

Promoting family learning around science represents an important opportunity to reinforce science learning during outof-school time. Evidence suggests that parent-child discourse around science can promote inferential thinking by children and help solidify their understanding of science concepts. While teacher professional development that promotes the type of discourse that encourages student inquiry is trending, interventions that assist parents in developing the same types of learning talk skills are scarce. In this descriptive study, family discourse was observed at a series of events at community centers that promote science learning, such as the zoo and the library. These events were part of a large-scale professional development program designed to transform teaching and learning around PK-3 science. Families were scored on their interaction, discourse, and use of "talk moves" using the Discourse, Interaction, and Inquiry in Family Science rubric. The results demonstrate that the events promoted family discourse and interaction in a manner dependent on the activity context. Implications for teachers and design of family science learning activities are discussed.

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