This book is a resource for both prospective and practicing elementary teachers as they learn to teach science in ways which foster the development of a community of science learners with multiple perspectives and diverse approaches to problem solving. It includes cases that feature dilemmas embedded in rich narrative stories which characterize the lives of teachers of science, and by extension their students, and serve as tools for discussion, critique, and reflective practice. The introduction to the book explores changing contexts for elementary science teaching and learning, and describes how case-based pedagogy can be used as a tool for both instruction and research. Each subsequent section of the book includes cases that are organized around topics such as contemporary approaches to teaching elementary science, new roles for technology, and the creation of inclusive learning environments for all students in elementary science. Each case is followed by reflective commentaries and concludes with questions for reflection and discussion. Teachers will benefit from these cases as they explore the complexities and ambiguities of elementary science teaching and learning in today’s classrooms.

The current wave of science education reforms emphasizes more equitable opportunities for students as they learn disciplinary core ideas and apply crosscutting concepts by engaging in the practices of scientists. Formative assessment—the assessment teachers and students conduct while learning is in progress—also needs to shift to support this vision. This book combines three-dimensional science learning, sociocultural theories of learning, and science for justice and equity to provide a comprehensive picture of formative assessment for today’s K–12 science classroom. Filled with practical examples and strategies, the author provides guidance for classroom teachers around formative assessment task design that centers students’ interests and builds on the resources they bring to school. The text explores the different enactment approaches teachers can use to prioritize and respond to students’ ideas as they are learning. It also offers approaches to, and resources for, professional learning that support teachers as they engage in formative assessment for ambitious science instruction. Book Features: Provides a framework for designing and enacting 3D science assessments that support both rigorous and equitable instruction. Advocates for formative assessment that evaluates the practices of scientific inquiry, as opposed to measuring the memorization of science content.Includes assessment tasks, samples from classroom practice, and transcriptions of classroom conversations with students.Offers guidance for providing students with helpful feedback to advance their learning, as well as suggestions for collaborating with colleagues.Shows how formative assessment can be enacted across classrooms to create opportunities to coordinate practice at a larger scale. “By writing Formative Assessment for 3D Science Learning, Professor Furtak has provided a generous resource for science teachers and school leaders. . . . She lets us see how the theory works. What a wonderful and empowering professional gift.” —From the Foreword by Lorrie A. Shepard, Distinguished Professor Emerita, University of Colorado Boulder

"This contributed volume is intended to help increase equitable opportunities in STEM education for all students. It identifies best practices and challenges related to producing more equitable and inclusive routes to access STEM education and professions"--

This fully updated edition of a classic text explores established approaches to teaching that are grounded in research and experience to ensure high levels of learning. Models of Teaching combines rationale and research with real-life examples and applications in the classroom, showing how teachers professional learning communities, and school faculties can improve student attainment. The volume contains the major psychological and philosophical approaches to teaching and schooling, including thoroughly documented research on the models of teaching and their effects on student success, and offers teachers the tools to accelerate student learning. Features include: three completely new chapters covering the origins of models in teaching, explicit strategy instruction and metacognition for teaching reading comprehension, and best practices for teachers coaching other teachers, expanding instruction, and supporting school renewal; scenarios for each model to explore the concepts in action; discussions of research relevant to each model throughout the text; advice from the authors about the use of the models in teaching; support for incorporating the language arts and science standards and supporting STEM instruction. With the aim of providing a strong impact on student achievement while keeping in line with the current emphasis on standards-based education, this classic resource will be essential reading for pre-service and new teachers as well as current teaching professionals. This text is supported by extensive multimedia materials, including video demonstrations of the models in action, PowerPoint slides and an Instructor’s Manual, available at www.modelsofteaching.org.

This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including: STEAM education sustainability and climate change science and sensitive issues equity and diversity science and sex education science and religion science and pedagogy (including science inquiry) transition from primary to secondary school Encouraging critical reflection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master’s level study.

Digitalisation is transforming education as well as social and economic life, with implications for childhood. Early Childhood Education and Care (ECEC), with its immense potential to shape children’s early development, learning and well-being, can play a major role in addressing the opportunities and risks that digitalisation brings to young children.

School readiness is as much about schools recognizing the existing capabilities and knowledge each child has when they enter school as it is about supporting children and families in their preparation for entering formal learning environments. Effective approaches that address learning variability must take these differences into account, recognizing and leveraging opportunities inherent in the child’s ecosystem of resources. The Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness assembles the most current research and thought-leadership on the ways in which innovative education stakeholders are working together to impact the most critical years in a child’s life—the years leading up to and including kindergarten. Covering topics such as change agency, experience quality, and social-emotional development, this book is a crucial resource for educational researchers, child development professionals, school administrators, pre-K teachers, pre-service teachers, program managers, policymakers, non-profit service organizations, early childhood EdTech developers, curriculum developers, and academicians.