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…

This study examines whether teachers' content adaptations to middle school math curricula align with mathematical learning progressions and explores their motivations for adaptation. This study originates from a concern that as teachers make adaptations to their lessons, they may make adaptations that move students away from the intended learning…

In February 2020, the Ministry of Education asked the New Zealand Council for Educational Research (NZCER) to examine the curriculum-levelling construct that sits at the heart of "The New Zealand Curriculum" (Ministry of Education, 2007) (NZC). A key goal of the research was to investigate, whether-- and if so, how--the construct helps…

Historically, reforms designed to transform teaching from rote, teacher-centered instruction to progressive student-centered instruction have had varied levels of success. Plentiful research juxtaposes teachers' enacted instruction with the instructional ideals of reform efforts to determine the extent to which teachers' instruction aligns with…