Even though the "Next Generation Science Standards" (NGSS) were released over a decade ago, science is still infrequently taught in early childhood and elementary classrooms. A lack of teacher confidence due to inadequate content knowledge may be a contributing factor, making access to high-quality elementary science methods courses even…

Research has revealed that a small percentage of weekly instructional time in the elementary grades is dedicated to teaching science. Additionally, elementary educators receive limited preparation to teach science concepts compared to math or literacy skills. Therefore, this study examined if utilizing poetry to teach science concepts had a…

This study explored the potency of CTCA in reducing math anxiety and promoting meaningful learning of mathematics among secondary school students. The study adopted a mixed-method (explanatory sequential) design involving a quasi-experimental design and individual in-depth interviews. Participants were drawn from two schools, purposively selected…

To develop an equity-centered orientation in teacher education programs, it is essential teacher educators recognize what prospective teachers attend to in classroom events and how they relate these events to mathematics instruction. In this study, we conceptualize the Equity Noticing Framework and use it as an analytic tool to examine what…

We investigated what high school mathematics teachers and their students noticed about students' mathematical engagement to develop a framework for teachers' and students' noticing of mathematical engagement. This framework offers clarity about the complexity of engagement, and it includes three elements: evaluations of the valence of engagement…