Research on how to best meet the academic needs and potential of gifted students with disabilities, known as twice-exceptional or 2e, has grown over the past 30 years. While recognition of 2e learners is slowly extending to educational policy, there are few school program options designed to accommodate 2e students and even fewer studies on the…

The Scientist in the Classroom Partnership (SCP) is a unique program that partners scientists-in-training with classroom teachers to co-teach one day per week in elementary and middle schools. This program has shown positive impacts on all participants, and has the potential to promote professional learning for both the scientists and teachers.…

This paper explores the learning of both individuals and organizations within the context of a 3-year professional development program for mathematics and science teachers in a middle school. We propose to extend the notion of awareness from individuals to autonomous systems as a means to study the learning of teachers, mentors, the school, and…

With international exams (PISA and TIMSS) producing results every three or four years, there is near continual talk of East Asian dominance in mathematics education. Beyond the reporting of scores, some studies have compared mathematics teaching in these countries with U.S. instruction. However, researchers are not (usually) grade school math…

This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys (AIRS) that were administered to principals and teachers in spring 2019 via RAND's American Educator Panels. The AIRS focused on instructional resources used and supported in English language arts,…

The revised National Curriculum for Science for key stages 3 and 4 (ages 11-16) in England provides the opportunity to develop a new coherent approach to teaching about the carbon cycle, the use of carbon as a fuel and the resulting issues. The Earth Science Education Unit (ESEU) intends to develop a new workshop to support the teaching of this…

Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsak, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study…

Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics…

Growing interest in teaching quality and accountability has focused attention on the need for rigorous studies and evaluations of professional development (PD) programs. However, the study of PD has been hampered by a lack of suitable instruments. The authors present data from the Teacher Knowledge Assessment System (TKAS), which was designed to…

In this article, the authors examine the effect of a National Writing Project professional development model on a group of middle school writing teachers. The authors examine how contact with other professionals in intensive week-long sessions as well as mentoring from the professional development coach affected the teachers’ concept of themselves…

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented…

Middle school mathematics teacher quality is questionable because the number of certified mathematics teachers considered highly qualified is low (Birman et al., 2009). The author examined Grade 8 data from the 2005 National Association of Educational Progress mathematics assessment. The purposes of the study were to (a) determine the impact of…

This study examined patterns of change in the science teaching practice, beliefs, and content knowledge of 15 upper-elementary teachers from three Title I schools during their participation in a yearlong, reform-based science professional development program and during the year following the program. Further, this study sought to understand the…

The purpose of this study was to learn teacher attitudes and beliefs about teaching personal finance, as well as teacher understanding of a few core personal finance concepts. The population consisted of 1,120 classroom teachers from two public school districts in two states. The research questions were: (a) What are teacher attitudes and beliefs…

The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed…