International science education reforms seek to support teachers in using everyday assessment to draw out and work with student ideas; however, developing these instructional practices requires time and support. This paper investigates how a professional development program supported high school chemistry teachers to learn about formative…

Teachers' learning in keeping abreast of groundbreaking instructional techniques is crucial for their continuous development of which the ultimate goal is meaningful learning for students. However, research on the extent teachers respond to the demand to change especially on their assessment practice is limited. This study investigated teachers'…

Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers' FA practices changed as a result of their participation in a professional development program designed with a Chemical…

This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the…

Formative assessment has been considered an essential concept for motivating and improving learning. However, implementing formative assessment has been confronted with challenges in Confucian-heritage culture (CHC) contexts such as Hong Kong and Shanghai, where the atmosphere of high-stakes tests dominates at policy and classroom levels. Whether…

Assessment for learning (AfL) and differentiated instruction (DI) both imply a focus on learning processes and affect student learning positively. However, both AfL and DI prove to be difficult to implement for teachers. Two chemistry and two physics teachers were studied when designing and implementing the formative assessment of conceptual…

Teachers' ways of using curriculum materials create not only meaningful learning opportunities for students but also opportunities for teachers to learn and change their teaching practices; however, not enough research has investigated precisely how. This study investigates how teachers' implementation of innovative curriculum materials…

When designing attractive teacher career structures, policymakers have to take a series of complex decisions. These decisions are related not only to the number of steps within the career ladder and their associated responsibilities, but also to how these positions are articulated with the salary scale and to opportunities for professional…

This article describes the impact of an adaptive professional development program for K-8 mathematics teachers to enhance their implementation of standards that were streamlined to promote improved student learning and achievement. Students from the participating district scored higher than the state average and a neighboring district during the…

Long-standing calls have been initiated to attend to equity in student achievement in and through science. Science teacher educators can aid these efforts by identifying effective science teaching strategies and supporting K-12 science teachers in integrating those into their practice. Scholars argue for an equity-driven lens to be central in…

In teacher inquiry, the metaphor of stance is used to describe a positionality towards teaching that includes questioning classroom practices, engaging in cycles of continuous improvement, and generating knowledge. We expand the metaphor of stance to include a metaphor for complicated movements while maintaining balance -- dynamic structural…

How can research findings from cognitive and learning sciences be meaningfully applied in authentic settings to improve student learning outcomes in mathematics? Decades of basic research on how people learn has implications for the design of curriculum, instruction, and assessment. However, bringing research to practice involves simultaneously…

Modern languages have always been about transition -- as practitioners, we challenge our students constantly to move between their own cultural and linguistic reference points and those of others. Our dynamic, interactive teaching methodologies have had to adapt to the pandemic context, necessitating the interrogation of past practice and…

Traditional methods of evaluation are limited in their ability to answer key questions often of interest to process evaluators, such as heterogeneity in the ways individuals adopt new programs. In this article, we demonstrate how a statistical approach, Latent Class Analysis, can help improve the quality of process evaluations and illustrate its…

Right to Play's Plug-in-Play (PIP) project in Rwanda aims to enhance Science and Elementary Technology (SET) education through playful and interactive methods. This study, conducted by the National Foundation for Educational Research (NFER) and Three Stones International (TSI), explores the implementation of learning through play with technology…