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Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students.

This focused look at the structure and content of the Common Core State Standards for the primary grades is designed to help elementary school teachers and leaders translate the standards into coherent, content-rich curriculum and effective, classroom-level lessons.

\"A \"Sci-Book\" or \"Science Notebook\" serves as an essential companion to the science curriculum supplement, STEPS to STEM. As students learn key concepts in the seven \"big ideas\" in this program (Electricity & Magnetism; Air & Flight; Water & Weather; Plants & Animals; Earth & Space; Matter & Motion; Light & Sound), they record their ideas, plans, and evidence. There is ample space for students to keep track of their observations and findings, as well as a section to reflect upon the use of \"Science and Engineering Practices\" as set forth in the Next Generation Science Standards (NGSS). Using a science notebook is reflective of the behavior of scientists. One of the pillars of the Nature of Science is that scientists must document their work to publish their research results; it is a necessary part of the scientific enterprise. This is important because STEPS to STEM is a program for young scientists who learn within a community of scientists. Helping students to think and act like scientists is a critical feature of this program. Students learn that they need to keep a written record if they are to successfully share their discoveries and curiosities with their classmates and with the teacher. Teachers should also model writing in science to help instill a sense of purpose and pride in using and maintaining a Sci-Book. Lastly, students' documentation can serve as a valuable form of authentic assessment; teachers can utilize Sci-Books to monitor the learning process and the development of science skills.\" -- Publisher's description.

With issues of equity at the forefront of mathematics education research and policy, Mathematics Teaching, Learning, and Liberation in the Lives of Black Children fills the need for authoritative, rigorous scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities. This timely collection significantly extends the knowledge base on mathematics teaching, learning, participation, and policy for black children and it provides new framings of relevant issues that researchers can use in future work. More importantly, this book helps move the field beyond analyses that continue to focus on and normalize failure by giving primacy to the stories that black learners tell about themselves and to the voices of mathematics educators whose work has demonstrated a commitment to the success of these children. Danny Bernard Martin is Chair of the Department of Curriculum and Instruction in the College of Education and Associate Professor of Mathematics at the University of Illinois at Chicago. Preface Acknowledgements Section I: Mapping A Liberatory Research and Policy Agenda 1. Liberating the Production of Knowledge About African American Children and Mathematics, Danny Bernard Martin Section II: Pedagogy, Standards, and Assessment 2. Researching African American Mathematics Teachers of African American Students: Conceptual and Methodological Considerations, Lawrence M. Clark, Whitney Johnson & Daniel Chazan 3. \"This Little Light of Mine!\" Entering Voices of Cultural Relevancy into the Mathematics Teaching Conversation, Lou Edward Matthews 4. Instructional Strategies and Dispositions of Teachers Who Help African American Students Gain Conceptual Understanding, Carol E. Malloy 5. Contrasting Pedagogical Styles and Their Impact on African American Students, Robert Q. Berry III & Oren L. McClain 6. More than Test Scores: How Teachers’ Classroom Practice Contributes to and What Student Work Reveals about Black Students’ Mathematics Performance and Understanding, Erica N. Walker Section III: Socialization, Learning, and Identity 7. The Social Construction of Youth and Mathematics: The Case of a Fifth-Grade Classroom, Kara J. Jackson 8. Identity at the Crossroads: Understanding the Practices and Forces that Shape African American Success and Struggle in Mathematics, Joi A. Spencer 9. Wrestling with the Legacy of Stereotypes: Being African American in Math Class, Na’ilah Suad Nasir, Grace Atukpawu, Kathleen O’Connor, Michael Davis, Sarah Wischnia & Jessica Tsang 10. Opportunities to Learn Geometry: Listening to the Voices of Three African American Students High School Students, Marilyn E. Strutchens & S. Kathy Westbrook 11. Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically and Mathematically Successful African American Male Students, David W. Stinson 12. \"Come Home, Then\": Two Eighth-Grade Black Female Students’ Reflections on their Mathematics Experiences, Yolanda A. Johnson 13. \"Still Not Saved\": The Power of Mathematics to Liberate the Oppressed, Jacqueline Leonard Section IV: Collaboration and Reform 14. University/K-12 Partnerships: A Collaborative Approach to School Reform, Martin L. Johnson & Stephanie Timmons Brown Contributors Index \"I have a deep appreciation for this volume and understand its value for the educational enterprise in general and Black children in particular. Even those who do not share my same sentiments will find this book to be insightful, informative, and thought provoking concerning the mathematics teaching and learning of Black children.\"-- Christopher C. Jett, Journal of Urban Mathematics Education \"This book is a rich resource for anyone who is concerned about mathematics learning of black and other minority children. Recommended for university libraries and researchers involved in mathematics education of minority children...Recommended.\"-- CHOICE \"This is a book that I heartily recommend to anyone who cares about equity and tackling racism, and it is a book that appropriately and refreshingly put teaching at its center. The book presents many different forms of research and writing, colorful and engaging accounts, insightful and chilling accounts of racism, and powerful new lenses and theories to consider the issues. This may be the first collection of its kind in mathematics education that brings different authors together to focus exclusively on African American children.\"-- Teachers College Record

This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives of their experiences in helping prospective and practicing teachers learn to teach for diversity and for understanding in a variety of mathematics and science contexts. Mathematics and science education has been slow to respond to issues of diversity and equity. Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy helps to begin a network for support and collaboration among teacher educators in science and mathematics who work for multicultural education and equity. A unique and much-needed contribution, this book is an essential resource for teacher educators, K-12 teachers who work as student teacher supervisors and cooperating teachers, and graduate students in mathematics and science education, and a compelling text for science and mathematics methods courses. Contents: Foreword. Preface. A.J. Rodriguez, Teachers' Resistance to Ideological and Pedagogical Change: Definitions, Theoretical Framework, and Significance. A.J. Rodriguez, Using Sociotransformative Constructivism to Respond to Teachers' Resistance to Ideological and Pedagogical Change. R.S. Kitchen, Making Equity and Multiculturalism Explicit to Transform Mathematics Education. M.B. Barnes, L.W. Barnes, Using Inquiry Processes to Investigate Knowledge, Skills, and Perceptions of Diverse Learners: An Approach to Working With Prospective and Current Science Teachers. J. Leonard, S.J. Dantley, Breaking Through the Ice: Dealing With Issues of Diversity in Mathematics and Science Education Courses. A. Luykx, P. Cuevas, J. Lambert, O. Lee, Unpacking Teachers' \"Resistance\" to Integrating Students' Language and Culture Into Elementary Science Instruction. T.K. Dunn, Engaging Prospective Teachers in Critical Reflection: Facilitating a Disposition to Teach Mathematics for Diversity. P.W.U. Chinn, \"Eh, Mus' Be Smart Class\": Race, Social Class, Language, and Access to Academic Resources. J. Moore, Transformative Mathematics Pedagogy: From Theory to Practice, Research, and Beyond. R. Yerrick, Seeing IT in the Lives of Children: Strategies for Promoting Equitable Practices Among Tomorrow's Science Teachers. J. Ensign, Helping Teachers Use Students' Home Cultures in Mathematics Lessons: Developmental Stages of Becoming Effective Teachers of Diverse Students. C. Brandt, Examining the \"Script\" in Science Education: Critical Literacy in the Classroom. \"Much has been written about teachers’ resistance to change and practices that \"work.\" In contrast to books that describe teachers’ experiences, Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy provides models that can be used by methods and content instructors to elicit conversations about supporting diverse students in the classroom. \"-- Jo Clay Olson, Journal for Research in Mathematics Education , July 2009

Build collaborative teacher teams committed to fostering student self-efficacy and increasing achievement in mathematics. Part of the Every Student Can Learn Mathematics series, this practical resource provides a framework for collectively planning a unit of study in grades 3–5. Grade-level teams will learn how to work together to perform key tasks—from unwrapping standards and creating team unit calendars to determining academic vocabulary and designing robust fraction units. Help your team identify what students need to know by the end of each unit and build student self-efficacy: * Understand how to collaboratively plan thematic units in grades 3-5. * Study the seven unit-planning elements and learn how to incorporate each in essential unit design. * Review the role of the PLC at Work® process in enhancing collaborative student learning and teacher collaboration. * Observe three model fraction units, one for each grade level. * Receive tools and templates for effective unit planning. Contents: Introduction by Timothy D. Kanold Part 1: Mathematics Unit Planning and Design Elements Chapter 1: Planning for Student Learning of Mathematics in Grades 3–5 Chapter 2: Unit Planning as a Collaborative Mathematics Team Part 2: Fraction Unit Examples, Grades 3–5 Chapter 3: Grade 3 Unit—Fraction Understanding Chapter 4: Grade 4 Unit—Fraction Equivalence, Addition, and Subtraction Chapter 5: Grade 5 Unit—Fraction Addition and Subtraction Epilogue: Mathematics Team Organization Appendix A: Create a Proficiency Map Appendix B: Checklist and Questions for Mathematics Unit Planning References and Resources

Bring a laser-like focus to the mathematics content your students need to learn throughout the year. Written by trusted mathematics experts, this resource helps PreK-2 teachers fully answer PLC critical question one: what do we want all students to know and be able to do? Read the book as a team to acquire detailed model mathematics units, learn how to perform seven collaborative tasks, and more. Use this resource to increase mathematics achievement and provide students with a more equitable learning experience: * Understand how to collaboratively plan curriculum units in grades preK-2. * Study the seven unit-planning elements and learn how to incorporate each in unit designs for early childhood education. * Review the role of the PLC at Work®? process in enhancing student learning and teacher collaboration. * Observe four model units related to the foundations of addition and subtraction, one for each grade level. * Receive tools and templates for effective unit planning in a professional learning community (PLC). Contents: Introduction by Timothy D. Kanold Part 1: Mathematics Unit Planning and Design Elements Chapter 1: Planning for Student Learning of Mathematics in Grades PreK-2 Chapter 2: Unit Planning as a Collaborative Mathematics Team Part 2: Foundations of Addition and Subtraction Unit Examples, Grades PreK-2 Chapter 3: PreK Unit: Counting and Cardinality Chapter 4: Kindergarten Unit: Addition and Subtraction to 10 Chapter 5: Grade 1 Unit: Addition and Subtraction to 20 Chapter 6: Grade 2 Unit: Multidigit Addition and Subtraction Epilogue: Mathematics Team Organization Appendix A: Create a Proficiency Map Appendix B: Team Checklist and Questions for Mathematics Unit Planning References and Resources Index

Helping teachers prepare elementary students to master the common core math standards With the common core math curriculum being adopted by forty-three states, it is imperative that students learn to master those key math standards. Teaching the Common Core Math Standards with Hands-On Activities, Grades 3-5 is the only book currently available that provides activities directly correlated to the new core curriculum for math. This text assists teachers with instructing the material and allows students to practice the concepts through use of the grade-appropriate activities included. Students learn in different ways, and Teaching the Common Core Math Standards with Hands-On Activities, Grades 3-5 acknowledges that fact through the inclusion of suggestions for variations and extensions of each concept to be used for students with different abilities and learning styles. The activities and lessons are as diverse as the students in your classroom. Inside Teaching with Common Core Math Standards With Hands-On Activities Grades 3-5, you will find: ● Clear instructions to help you cover the skills and concepts for the new math core curriculum ● Engaging activities that enforce each core math standard for your students ● Various suggestions for ways to instruct the concepts to reach the diverse learning styles of your students ● Complete coverage of mathematical calculations, mathematical reasoning, and problem-solving strategies appropriate for grades 3-5