Nation-wide, the number of English Language Learners (ELL) in our classrooms continues to increase. Twenty percent of students enrolled in California public schools are ELLs, the highest percentage in the nation. With the continuously growing number of ELLs in our classrooms, our mainstream teachers must be prepared to teach content and meet the…

This research summary accompanies the report "Final Report of the i3 Impact Study of Making Sense of SCIENCE, 2016-17 through 2017-18." Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in…

This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience on the successful integration of iPads into classroom literacy education among K-6 students. The study uses the teachers' Technological Pedagogical Content Knowledge…

Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in the release of the Next Generation Science Standards (NGSS) in 2013. The new standards set off a chain reaction of standards adoption and…

The purpose of this case study was to evaluate a multi-campus university program designed to support STEM faculty in redesigning bottleneck courses, with integration of technology as one strategy. Despite the positive student learning outcomes in course redesign programs with an aim to support faculty in technology integration, there remains a…

These appendices accompany the report "Final Report of the i3 Impact Study of Making Sense of SCIENCE, 2016-17 through 2017-18." Science education has experienced a significant transition over the last decade, catalyzed by a re-envisioning of what students should know and be able to do in science. That re-envisioning culminated in the…

While the United States' National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children's engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and…

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

This evaluation reports findings from a study of a UCLA teacher education program called IMPACT, Inspiring Minds through a Professional Alliance of Community Teachers. To measure program quality and goal attainment, the evaluation team used a comprehensive, multiple measures approach which included instructional artifacts, classroom logs, measures…

While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

This study examined the extent to which significant changes after one year of a longitudinal, state-funded teacher professional development program were sustained during the second year. Participants taught in elementary schools located in small, rural school districts in the state of California in the United States. The research examined changes…

Over the past five years, California State University, Bakersfield (CSUB) recruited 39 Noyce Scholars for STEM teacher preparation in high-needs schools. As of April 1, 2014, the program has saved approximate $150,000 of NSF funding for this grant. In this summative report, program effectiveness has been examined in three aspects, "Noyce…

The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…

This study aims to begin to uncover the detailed ways that pre-service elementary teachers examine and understand mathematics teaching, the grain size at which they do so, and what constitutes evidence of teaching mathematics for understanding for pre-service mathematics teachers. Thus, the central research questions for this study are: (a) What…

How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are "highly qualified" by the…