The Elements: Transforming Teaching through Curriculum-Based Professional Learning

Short, Jim Short; Hirsh, Stephanie Hirsh

doi:10.15868/socialsector.37787

Cited by 16 publications

(16 citation statements)

References 7 publications

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“…While this ambitious vision can present challenges for MLs, particularly given the language‐intensive nature of science and engineering practices (Hakuta et al, 2013), science classrooms that embrace this vision can also be ideal contexts for language learning, as they reflect contemporary theoretical perspectives that emphasize purposeful communication in classroom communities using language and other semiotic modalities (see previous section). In the decade since the release of the Framework and the NGSS, implementation efforts have been underway, with key priorities being curriculum design and professional learning (Campbell & Lee, 2021; Reiser et al, 2021; Short & Hirsch, 2020). Some of these efforts have focused specifically on curriculum design and professional learning that leverage the strengths and meet the needs of MLs in linguistically diverse science classrooms (e.g., Haas et al, 2021; Lee et al, 2019; Miller et al, 2021; Pierson & Grapin, 2021).…”

Section: Recent Developments In Science Education With Mlsmentioning

confidence: 99%

Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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Section: Recent Developments In Science Education With Mlsmentioning

confidence: 99%

Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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“…First, the curriculum materials were designed to be educative, that is, “to promote teacher learning in addition to student learning” (Davis & Krajcik, 2005, p. 3). Thus, the materials were designed to be an important source of teacher professional learning in their own right (Ball & Cohen, 1996; Hill et al, 2020; Short & Hirsh, 2020). Second, our efforts to iteratively develop and revise the curriculum over 3 years were guided, in large part, by the successes and challenges that teachers experienced as they implemented the materials in their classrooms and the feedback they provided at teacher advisory board meetings.…”

Section: Our Previous Curriculum Development Projectmentioning

confidence: 99%

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

2023

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As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective of symmetry that teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms.

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“…27 That said, the research suggests that many teachers do not participate in robust curriculum-based professional learning. A 2019 study highlighted that, on average, teachers received only 1 to 2 days of professional learning tailored to specific instructional materials, 28 and a recent analysis by RAND Corporation indicates that 22.8% of teachers reported receiving no professional learning on how to implement classroom materials, 37.7% received just 1 to 5 hours, and only 9.8% received more than 20 hours. 29 Teachers report that the quality of the professional learning they receive is low, with half indicating that their preparation for teaching "did not prepare…”

Section: Curriculum-based Professional Learningmentioning

confidence: 99%

Curriculum-Based Professional Learning: The State of the Field

Chu¹,

McCarty²,

Gurny³

et al. 2022

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is a partnership of university-based professional schools that works to revitalize public education while reinventing professional education. Since its inception in 2011, CPRL has trained over 500 future leaders, all of whom have helped staff CPRL's research and consulting projects. CPRL's emphasis on broad community and family participation and collaborative problem-solving ensures that its recommendations, supports, and tools leverage diverse perspectives and strengths, are customizable to local communities, and promote equity and lasting change. AcknowledgmentsThis project was made possible thanks to the generous support of Carnegie Corporation of New York. In addition, it could not have happened without the many organizations and individuals who spoke with CPRL's research team over the course of this project, sharing advice, expertise, insight, and support.

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The Elements: Transforming Teaching through Curriculum-Based Professional Learning

Abstract: This publication was edited by Kathleen Carroll, designed by JamesMcKibben, and produced under the leadership of the Corporation's

Cited by 16 publications

References 7 publications

Science education with multilingual learners: Equity as access and equity as transformation

Science education with multilingual learners: Equity as access and equity as transformation

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

Curriculum-Based Professional Learning: The State of the Field

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