A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning

References

• American Educational Research Association, American Psychological Association, National Council on Measurement in Education, & Joint Committee on Standards for Educational and Psychological Testing (U.S.). (2014). Standards for educational and psychological testing.
   Google Scholar
• Arias, A. M., Bismack, A. S., Davis, E. A., & Palincsar, A. S. (2016). Interacting with a suite of educative features: Elementary science teachers‘ use of educative curriculum materials. Journal of Research in Science Teaching, 53(3), 422–449. https://doi.org/10.1002/tea.21250
   Web of Science ®Google Scholar
• Arias, A. M., Smith, P. S., Davis, E. A., Marino, J. C., & Palincsar, A. S. (2017). Justifying predictions: Connecting use of educative curriculum materials to students’ engagement in science argumentation. Journal of Science Teacher Education, 28(1), 11–35. https://doi.org/10.1080/1046560X.2016.1277597
   Web of Science ®Google Scholar
• Baker, R. S. J., & Yacef, K. (2009). The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining, 1(1), 3–17. https://doi.org/10.1007/978-1-4614-3305-7_4
   Google Scholar
• Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 26(6–8), 14. https://www.jstor.org/stable/1177151.
   Google Scholar
• Ball, D. L., & Cohen, D. K. (1999). Developing practices, developing practitioners: Toward a practice-based theory of professional development. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). Jossey Bass.
   Google Scholar
• Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. The Reading Teacher, 71(5), 623–626. https://doi.org/10.1002/trtr.1674
   Web of Science ®Google Scholar
• Beyer, C., Delgado, C., Davis, E., & Krajcik, J. (2009). Investigating teacher learning supports in high school biology curricular materials. Journal of Research in Science Teaching, 46(9), 977–998. https://doi.org/10.1002/tea.20293
   Web of Science ®Google Scholar
• Billman, A. K., Mihocko, E., & Cervetti, G. N. (2014, April 3–7). Investigating teachers’ use of educative science curriculum designed to support teaching English language learners [Paper presentation]. At the Annual Meeting of the American Educational Research Association, Philadelphia, PA.
   Google Scholar
• Bradley, B. (2021, October 14). Global spending on k-12 digital instruction and assessment to double over next 4 years, analysis predicts. Ed Week. Market Brief. https://marketbrief.edweek.org/marketplace-k-12/global-spending-k-12-digital-instruction-assessment-double-next-4-years-analysis-predicts/
   Google Scholar
• Brown, M. W. (2011). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work (pp. 37–56). Routledge.
   Google Scholar
• Cervetti, G. N., Kulikowich, J. M., & Bravo, M. A. (2014). The effects of educative curriculum materials on teachers’ use of instructional strategies for English language learners in science and on student learning. Contemporary Educational Psychology, 40, 86–98. https://doi.org/10.1016/j.cedpsych.2014.10.005
   Web of Science ®Google Scholar
• Chang, C. Y., & Mao, S. L. (1998). The effects of an inquiry-based instructional method on earth science students’ achievement: National Association for Research in Science Teaching.
   Google Scholar
• Cviko, A., McKenney, S., & Voogt, J. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Educational Technology Research and Development, 60(1), 31–54. https://doi.org/10.1007/s11423-011-9208-3
   Web of Science ®Google Scholar
• Dajani, M. M. Y. (2017). Introducing science stories in Palestinian elementary classrooms: Facilitating teacher learning. Journal of Science Teacher Education, 28(1), 73–91. https://doi.org/10.1080/1046560X.2017.1279509
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1/2), 35–47. https://doi.org/10.1177/0022487109348024
   Web of Science ®Google Scholar
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
   Google Scholar
• Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. https://doi.org/10.3102/0013189X034003003
   Google Scholar
• Davis, E. A., Palincsar, A. S., Smith, P. S., Arias, A. M., & Kademian, S. M. (2017). Educative curriculum materials: Uptake, impact, and implications for research and design. Educational Researcher, 46(6), 293–304. https://doi.org/10.3102/0013189X17727502
   Web of Science ®Google Scholar
• Davis, E. A., Smithey, J., & Petish, D. (2004). Designing an online learning environment for new elementary science teachers: Supports for learning to teach. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), International conference of the learning sciences 2004: Embracing diversity in the learning sciences (p. 594). Erlbaum.
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• DeVellis, R. F. (1991). Scale development: Theory and applications. Sage Publications.
   Google Scholar
• Donna, J. D., & Hick, S. R. (2017). Developing elementary preservice teacher subject matter knowledge through the use of educative science curriculum materials. Journal of Science Teacher Education, 28(1), 92–110. https://doi.org/10.1080/1046560X.2017.1279510
   Web of Science ®Google Scholar
• Dove, J. E. (1998). Students’ alternative conceptions in Earth science: A review of research and implications for teaching and learning. Research Papers in Education, 13(2), 183–201. https://doi.org/10.1080/0267152980130205
   Google Scholar
• Duncan, R. G., El-Moslimany, H., McDonnell, J., & Lichtenwalner, S. (2011). Supporting teachers’ use of a project-based learning environment in ocean science: Web-based educative curriculum materials. Journal of Technology and Teacher Education, 19(4), 449–472. http://www.learntechlib.org/p/33233/
   Google Scholar
• Edelson, D. C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355–385. https://doi.org/10.1002/1098-2736(200103)38:3<355::AID-TEA1010>3.0.CO;2-M
   Web of Science ®Google Scholar
• Fishman, B. J., Marx, R., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19(6), 643–658. https://doi.org/10.1016/S0742-051X(03)00059-3
   Web of Science ®Google Scholar
• Francek, M. (2013). A compilation and review of over 500 geoscience misconceptions. International Journal of Science Education, 35(1), 31–64. https://doi.org/10.1080/09500693.2012.736644
   Web of Science ®Google Scholar
• Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
   Web of Science ®Google Scholar
• Gallup. (2019). Education technology use in schools: Student and educator perspectives. New Schools. http://www.newschools.org/wp-content/uploads/2019/09/GallupEd-Tech-Use-in-Schools-2.pdf
   Google Scholar
• Gerard, L. F., Matuk, C., & Linn, M. C. (2016). Technology as inquiry teaching partner. Journal of Science Teacher Education, 27(1), 1–9. https://doi.org/10.1007/s10972-016-9457-4
   Web of Science ®Google Scholar
• Gerard, L. F., Spitulnik, M., & Linn, M. C. (2010). Teacher use of evidence to customize inquiry science instruction. Journal of Research in Science Teaching, 47(9), 1037–1063. https://doi.org/10.1002/tea.20367
   Web of Science ®Google Scholar
• Gerard, L. F., Varma, K., Corliss, S. B., & Linn, M. C. (2011). Professional development for technology-enhanced inquiry science. Review of Educational Research, 81(3), 408–448. https://doi.org/10.3102/0034654311415121
   Web of Science ®Google Scholar
• Gobert, J. D., Sao Pedro, M., Raziuddin, J., & Baker, R. S. (2013). From log files to assessment metrics: Measuring students’ science inquiry skills using educational data mining. Journal of the Learning Sciences, 22(4), 521–563. https://doi.org/10.1080/10508406.2013.837391
   Web of Science ®Google Scholar
• Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246–259. https://doi.org/10.3102/0013189X09336671
   Web of Science ®Google Scholar
• Gweon, G.-H., Lee, H.-S., Dorsey, C., Tinker, R., Finzer, W., & Damelin, D. (2015). Tracking student progress in a game-like learning environment with a constrained Bayesian knowledge tracing model. In J. Baron, G. Lynch, & N. Maziarz (Eds.), Proceedings of the fifth international conference on learning analytics and knowledge (LAK ’15) (pp. 166–170). Society for Learning Analytics Research.
   Google Scholar
• Henderson, N., Kumaran, V., Min, W., Mott, B., Wu, Z., Boulden, D., Lord, T., Reichsman, F., Dorsey, C., Wiebe, E., & Lester, J. (2020, July 10–13). Enhancing student competency models for game-based learning with a hybrid stealth assessment framework [Paper presentation]. International Educational Data Mining Society. Fully Virtual.
   Google Scholar
• Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. https://doi.org/10.3102/00028312042002371
   Web of Science ®Google Scholar
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review 3, 1–15. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
   Google Scholar
• Horwitz, P., Reichsman, F., Lord, T., Dorsey, C., Wiebe, E., & Lester, J. (2022). If we build it, will they learn? An analysis of students’ understanding in an interactive game during and after a research project. Technology, Knowledge and Learning , 1–15. https://doi.org/10.1007/s10758-022-09617-7
   Web of Science ®Google Scholar
• Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137–154. https://doi.org/10.1007/s11423-009-9132-y
   Web of Science ®Google Scholar
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
   Web of Science ®Google Scholar
• Krajcik, J., & Delen, I. (2017). The benefits and limitations of educative curriculum materials. Journal of Science Teacher Education, 28(1), 1–10. https://doi.org/10.1080/1046560X.2017.1279470
   Web of Science ®Google Scholar
• Lai, M., & McNaughton, S. (2016). The impact of data use professional development on student achievement. Teaching and Teacher Education, 60, 434–443. https://doi.org/10.1016/j.tate.2016.07.005
   Web of Science ®Google Scholar
• Lee, H.-S., Gweon, G. H., Lord, T., Paessel, N., Pallant, A., & Pryputniewicz, S. (2021). Machine learning-enabled automated feedback: Supporting students’ revision of scientific arguments based on data drawn from simulation. Journal of Science Education and Technology, 30(2), 168–192. https://doi.org/10.1007/s10956-020-09889-7
   Web of Science ®Google Scholar
• Lee, H.-S., Lord, T., & Pallant, A. (2022, April). Connecting the dots between teacher use of educative curriculum materials and student curricular learning outcomes. [Poster Presentation]. San Diego, CA: AERA.
   Google Scholar
• Loper, S., McNeill, K. L., & González-Howard, M. (2017). Multimedia educative curriculum materials (MECMs): Teachers’ choices in using MECMs designed to support scientific argumentation. Journal of Science Teacher Education, 28(1), 36–56. https://doi.org/10.1080/1046560X.2016.1277600
   Web of Science ®Google Scholar
• Loper, S., McNeill, K. L., González-Howard, M., Marco-Bujosa, L. M., & O’Dwyer, L. M. (2019). The impact of multimedia educative curriculum materials (MECMs) on teachers’ beliefs about scientific argumentation. Technology, Pedagogy and Education, 28(2), 173–190. https://doi.org/10.1080/1475939X.2019.1583121
   Web of Science ®Google Scholar
• Loper, S., McNeill, K. L., Peck, R., Price, J., & Barber, J. (2014). Multimedia educative curriculum materials: Designing digital supports for learning to teach scientific argumentation. International Society of the Learning Sciences.
   Google Scholar
• Lord, T. (2020). Seismic shifts in supporting teachers in Earth science classrooms. @Concord, 23(3), 6–7. https://concord.org/newsletter/2020-winter/seismic-shifts-in-supporting-teachers-in-earth-science-classrooms/
   Google Scholar
• Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2009). Designing professional development for teachers of science and mathematics. Corwin Press.
   Google Scholar
• Ma, L. (2010). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Routledge.
   Google Scholar
• Magnusson, S. J., Borko, H., & Krajcik, J. S. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Kluwer Press.
   Google Scholar
• Martin, T., & Sherin, B. (2013). Learning analytics and computational techniques for detecting and evaluating patterns in learning: An introduction to the special issue. Journal of the Learning Sciences, 22(4), 511–520. https://doi.org/10.1080/10508406.2013.840466
   Web of Science ®Google Scholar
• McConnell, T. J., Parker, J. M., & Eberhardt, J. (2013). Assessing teachers’ science content knowledge: A strategy for assessing depth of understanding. Journal of Science Teacher Education, 24(4), 717–743. https://doi.org/10.1007/s10972-013-9342-3
   Google Scholar
• McDonald, S., Bateman, K., Gall, H., Tanis-Ozcelik, A., Webb, A., & Furman, T. (2019). Mapping the increasing sophistication of students’ understandings of plate tectonics: A learning progressions approach. Journal of Geoscience Education, 67(1), 83–96. https://doi.org/10.1080/10899995.2018.1550972
   Google Scholar
• McDonald, S., Wray, K., McCausland, J., Bateman, K., Pallant, A., & Lee, H.-S. (2020). Taking up the mantle of knowing: Supporting student engagement in progressive scientific discourse in geoscience. In M. Gresalfi & I. S. Horn (Eds.), The interdisciplinarity of the learning sciences, 14th international conference of the learning sciences (ICLS) 2020 (Vol. 1, pp. 565–568). International Society of the Learning Sciences.
   Google Scholar
• McNeill, K. L., & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203–229. https://doi.org/10.1002/sce.20364
   Web of Science ®Google Scholar
• Meissel, K., Parr, J., & Timperley, H. (2016). Can professional development of teachers reduce disparity in student achievement? Teaching and Teacher Education, 58, 163–173. https://doi.org/10.1016/j.tate.2016.05.013
   Web of Science ®Google Scholar
• Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2018). Evaluating teachers’ professional development initiatives: Towards an extended evaluative framework. Research Papers in Education, 33(2), 143–168. https://doi.org/10.1080/02671522.2016.1271003
   Web of Science ®Google Scholar
• Mislevy, R. J., Almond, R. G., & Lukas, J. F. (2003). A brief introduction to evidence-centered design. Educational Testing Service.
   Google Scholar
• Neumann, K., & Waight, N. (2020). The digitalization of science education: Déjà vu all over again? Journal of Research in Science Teaching, 57(9), 1519–1528. https://doi.org/10.1002/tea.21668
   Web of Science ®Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.
   Google Scholar
• O’Sullivan, C. Y., Lauko, M. A., Grigg, W. S., Qian, J., Zhang, J., Isham, S. P., Lim, Y. H., Thind, S., & Worthington, L. (2003). The Nation’s Report Card: Science 2000. U.S. Department of Education Institute of Education Sciences.
   Google Scholar
• Pallant, A., McDonald, S., & Lee, H.-S. (2020). Shifting plates, shifting minds: Plate tectonics models designed for classrooms. The Earth Scientist, 36(1), 40–46 .
   Google Scholar
• Pallant, A., McDonald, S., Lee, H.-S., Lord, T., & Pryputniewicz, S. (2022). Models for developing explanations of Earth’s dynamic plate system. Science Scope, 45(4), 20–28 .
   Google Scholar
• Pea, R. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). Cambridge University Press.
   Google Scholar
• Penuel, W. R., & Gallagher, L. P. (2009). Preparing teachers to design instruction for deep understanding in middle school earth science. Journal of the Learning Sciences, 18(4), 461–508. https://doi.org/10.1080/10508400903191904
   Web of Science ®Google Scholar
• Penuel, W. R., Gallagher, L. P., & Moorthy, S. (2011). Preparing teachers to design sequences of instruction in Earth systems science: A comparison of three professional development programs. American Educational Research Journal, 48(4), 996–1025. https://doi.org/10.3102/0002831211410864
   Web of Science ®Google Scholar
• Perkins, D. N. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 88–110). Cambridge University Press.
   Google Scholar
• Pringle, R. M., Mesa, J., & Hayes, L. (2017). Professional development for middle school science teachers: Does an educative curriculum make a difference? Journal of Science Teacher Education, 28(1), 57–72. https://doi.org/10.1080/1046560X.2016.1277599
   Web of Science ®Google Scholar
• Remillard, J. T. (2000). Can curriculum materials support teachers’ learning? Two fourth-grade teachers’ use of a new mathematics text. Elementary School Journal, 100(4), 331–350. https://doi.org/10.1086/499645
   Web of Science ®Google Scholar
• Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246. https://doi.org/10.3102/00346543075002211
   Web of Science ®Google Scholar
• Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883–907. https://doi.org/10.1002/tea.20180
   Web of Science ®Google Scholar
• Salomon, G. (1993). No distribution without individuals’ cognition: A dynamic interactional view. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 111–138). Cambridge University Press.
   Google Scholar
• Schleicher, A. (2020). The impact of Covid-19 on education: Insights from education at a glance. OECD Publishing.
   Google Scholar
• Schneider, R. M., Krajcik, J., & Marx, R. (2000). The role of educative curriculum materials in reforming science education. In B. Fishman & S. O’Connor-Divelbiss (Eds.), Proceedings of the international conference of learning science (pp. 54–61). Erlbaum.
   Google Scholar
• Schweder, S., & Raufelder, D. (2019). Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter? Journal of Adolescence, 73(1), 73–84. https://doi.org/10.1016/j.adolescence.2019.04.004
   PubMedGoogle Scholar
• Sherin, M. G., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467–500. https://doi.org/10.1080/00220270802696115
   Web of Science ®Google Scholar
• Shrader, G. W., & Gomez, L. M. (1999). Design research for the living curriculum. In C. M. Hoadley & J. Roschelle (Eds.), CSCL ’99: Proceedings of the 1999 conference on computer support for collaborative learning: International Society of the Learning Sciences.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
   Google Scholar
• Wilichowski, T., & Cobo, C. (2020, May 28). From coping to improving and accelerating: Supporting teachers in the pandemic and beyond. World Bank Blogs. https://blogs.worldbank.org/education/coping-improving-and-accelerating-supporting-teachers-pandemic-and-beyond
   Google Scholar
• Wilichowski, T., & Cobo, C. (2021, June 2). Transforming how teachers use technology. World Bank Blogs. https://blogs.worldbank.org/education/transforming-how-teachers-use-technology
   Google Scholar
• Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies, 40(2), 235–246. https://doi.org/10.1080/03323315.2021.1916559
   Web of Science ®Google Scholar