A theoretical framework grounded in constructionism and pragmatism theories supported research on learning by doing. This framework underpinned the purpose of this qualitative case study to explore how K-8 STEM teachers facilitated projects utilizing innovative technologies to solve community-based problems. The problem was a lack of connection…

Education agencies are evaluating teachers using student achievement data. However, very little is known about the comparability of test-based or "value-added" metrics across districts and the extent to which they capture variability in classroom practices. Drawing on data from four urban districts, we found that teachers were…