Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA's (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher's own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities.

The global ocean literacy movement began with a collaborative effort of like-minded individuals. This commentary highlights the role of marine education networks in the work of global ocean literacy, and discusses the importance of collaboration and action to promote a sustainable ocean future.

The accumulation of plastic in the oceans is an ever-growing environmental concern. Plastic debris is a choking and entanglement hazard for wildlife; plastics also leach toxic compounds into organisms and ecosystems. Educating students about the marine debris problem introduces fundamental concepts in toxicology, ecology, and oceanography. Students will learn about the toxicity of plastics, collect and analyze data on plastic debris, and put their new knowledge to work by writing a congressional bill that addresses the problem of marine debris.

The teacher certification process can be overwhelming for early-career educators. Negotiating teacher identity, completing fieldwork hours, and navigating institutional expectations can stress the most resilient teacher candidates. These pressures are further compounded as teacher certification assessments, such as the edTPA, introduce additional hurdles to achieving state licensure. This study approaches these obstacles by examining the stories of a diverse group of 14 early-career teachers as they reflect on completing edTPA and their current teaching practices. Through social constructivist perspectives and professional learning continuum framing, we interpreted narrative data to examine early-career teacher discussions of completing edTPA and developing pedagogical practices. These 14 teachers elucidated that the collaborative nature of their preparation program was integral to their completing the assessment, that the program approach to completing the portfolio assessment positioned them to think reflexively about their practice, and that the skills and tools used on edTPA remained useful to them throughout their early-career teaching. We suggest ways that preparation programs can interpret this teacher certification policy as an instructional touchpoint and can limit the gatekeeping capabilities of certification exams through collaboration, building capital, and supporting reflective portfolios. This work has implications for policymakers in teacher education and induction programs.

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The words “Ocean Literacy” roll off the multilingual tongues of scientists, educators, and policy makers worldwide who understand the essential role of the ocean on this planet. However, this was not always the case. The Ocean Literacy campaign in the United States (US) was founded by individuals and institutions focused on raising awareness of the influence of the one global ocean on every living being on the planet. The original grassroots effort became a well-funded, well-organized campaign that spawned global initiatives that thrive to this day. Faced with a lack of critical resources, the US campaign currently relies on the services of dedicated members of the National Marine Educators Association (NMEA) whose vision of making known the world of water is part of their collective DNA.

In this primary science activity, students explored seaweed and plant samples, comparing and contrasting them, and considering how the organisms meet their needs in different environments. Using the 5E model for inquiry-based instruction, the learners worked toward a kindergarten NGSS performance expectation, setting the stage for building both scientific understandings and ocean literacy.

NASA-Sponsored Project 3D-VIEW [Virtual Interactive Environmental Worlds] is a lower middle school curriculum aimed at using 3D stereo technologies to enhance students' understanding of science concepts. In Project 3D-VIEW, ten to twelve-year-old students use 3D stereo technologies, including stereophotographs, 3D-animations, 3D illustrations, and 3D interactive tools, to visualize concepts such as plate tectonics, the composition of the atmosphere, biological succession, and erosion. This mixed methods case study provides an overview of the project's successful use of 3D technologies, as evidenced by student test scores as well as a qualitative analysis of student focus groups and interviews with teachers and administrators. The findings indicate that using 3D technologies within a context of standards and research-based curriculum design can improve student engagement as well as performance on standardized tests.