Exploring the Form and the Function: a Review of Science Discourse Frameworks in the Service of Research and Practice

The importance of how classroom discourse can be used to support science learning has gained national attention with respect to both science teaching and research across K12 and higher education. In this review article, we examine a commonly referenced set of nine frameworks for use inscienceclassrooms. Specifically, we examine the ways in which various frameworks emphasize the structure (i.e.,form) or practical use (i.e.,function) of language across classroom settings, and the impact of such an emphasis on the facilitation and analysis of science classroom discourse. The findings from this review should help researchers investigate and educators facilitate classroom discourse in ways that ensure that all students can participate in and demonstrate their scientific understanding

From Becoming to Being: how STEM teachers develop leadership identities

The development of STEM teacher leadership identity empowers K-12 teachers to make changes to improve teaching and learning. Identity development might not be productively supported in all school settings, however. Hence, external professional development programs should offer opportunities to supplement this identity development. We construct and propose a Can\u27t-to-Becoming-to-Being model to describe STEM teacher leadership identity development as a progression of stages from weak to strong identity. Using interview data over two points in time with 127 STEM teacher leaders, we illustrate four stages of development: Can\u27t, Can, Should, and Being. We also elucidate the conditions that teachers identify as catalyzing or inhibiting identity development, with attention to the impacts of teacher leaders\u27 participation in professional development programs. Our findings indicate that the Can\u27t-to-Becoming-to-Being model is useful for describing how teachers may develop STEM teacher leadership identity and may provide researchers a tool for exploring this process. Professional developers might consider the catalysts (and inhibitors) we identify as a means of strengthening teacher leadership identities in the design and implementation of professional learning. External spaces separate from school communities may offer teacher leaders opportunities to try out provisional selves and provide additional motivation to propel participants to Being teacher leaders

Empowering teacher leaders: the role of research in changing teacher leaders\u27 sense of themselves as professionals

Teacher leaders often have to navigate implicit leadership structures within their schools and often move between communities as part of their roles. This study explores how a Noyce Master Teaching Fellow program fostered a sense of empowerment within teacher leaders. The program provided opportunities for the teacher leaders to become legitimate participants in a research community in addition to supporting the transfer of new meanings, practices, and identities to their teaching community of practice. Drawing upon frameworks of border crossing and communities of practice, we highlight mechanisms by which teacher leaders become empowered and cross the boundaries between research and teaching. We identified four mechanisms of empowerment: (1) identification of shared boundary objects, (2) coordination of professional visions, (3) experimentation with provisional selves, and (4) expansion of professional networks. Additionally, our analysis revealed ways in which validation, legitimacy, and sense of belonging are fostered through engagement in a research community. The findings from this study have both theoretical and practical implications for leadership development and teacher leader scholars

Stemming the Diffusion of Responsibility: A Longitudinal Case Study of America’s Chemistry Teachers

National initiatives to expand the aggregate science, technology, engineering, and math (STEM) workforce reflect America’s goals to increase global competitiveness. However, the aggregation of STEM stakeholders may elicit a diffusion of responsibility because individuals assume others are already acting. Here, we perform a longitudinal case study of U.S. public school chemistry teachers to illustrate a diffusion of responsibility within the STEM community regarding who is responsible for the teacher workforce. Utilizing the 1987–2007 Schools and Staffing Survey (SASS) data, we determine how chemistry teacher demographics compare to other disciplines. Our results suggest that the aggregate success of STEM education initiatives may mask the need for discipline-specific reform. We describe reforms in the context of boundary objects and discuss implications for policy decisions as boundary crossings

The Framework for Analyzing Video in Science Teacher Education (FAVSTE)

Engaging preservice teachers in the analysis of videos of teaching has become a widely-used and highly-regarded approach within teacher preparation. This approach has become even more pronounced in the wake of COVID-19. Despite the myriad ways that video can support teacher preparation, uncertainties remain regarding how to design and facilitate productive video tasks. This paper reviews existing frameworks to guide the use of video tasks. It then introduces and describes the Framework for Analyzing Video in Science Teacher Education (FAVSTE) to highlight important decision points regarding the implementation of video tasks for teacher educators. Further this paper discusses how the FAVSTE connects to and expands on existing frameworks. Finally, the paper provides two examples to illustrate its use so that it might support teacher educators in maximizing the effectiveness of video analysis/reflection tasks

The Framework for Analyzing Video in Science Teacher Education and Examples of its Broad Applicability

There appears to be consensus that the use of video in science teacher education can support the pedagogical development of science teacher candidates. However, in a comprehensive review, Gaudin and Chaliès (2015) identified critical questions about video use that remain unanswered and need to be explored through research in teacher education. A critical question they ask is, “How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom?” (p. 57). This paper shares the efforts of a collaborative of science teacher educators from nine teacher preparation programs working to answer this question. In particular, we provide an overview of a theoretically-constructed video analysis framework and demonstrate how that framework has guided the design of pedagogical tools and video-based learning experiences both within and across a variety of contexts. These contexts include both undergraduate and graduate science teacher preparation programs, as well as elementary and secondary science methods and content courses. Readers will be provided a window into the planning and enactment of video analyses in these different contexts, as well as insights from the assessment and research efforts that are exploring the impact of the integration of video analysis in each context

The Framework for Analyzing Video in Science Teacher Education (FAVSTE)

Engaging preservice teachers in the analysis of videos of teaching has become a widely-used and highly-regarded approach within teacher preparation. This approach has become even more pronounced in the wake of COVID-19. Despite the myriad ways that video can support teacher preparation, uncertainties remain regarding how to design and facilitate productive video tasks. This paper reviews existing frameworks to guide the use of video tasks. It then introduces and describes the Framework for Analyzing Video in Science Teacher Education (FAVSTE) to highlight important decision points regarding the implementation of video tasks for teacher educators. Further this paper discusses how the FAVSTE connects to and expands on existing frameworks. Finally, the paper provides two examples to illustrate its use so that it might support teacher educators in maximizing the effectiveness of video analysis/reflection tasks

Major Depression and Adverse Patient‐Reported Outcomes in Systemic Lupus Erythematosus: Results From a Prospective Longitudinal Cohort

ObjectiveHealth-related quality of life (HRQoL) is reduced in systemic lupus erythematosus (SLE), partly driven by comorbid depression. Among patients with SLE, the association between major depression and HRQoL, measured using the NIH's Patient-Reported Outcomes Measurement Information System (PROMIS), is not well characterized. The objective was to determine an association between major depression and HRQoL as measured by PROMIS.MethodsCross-sectional data were obtained from the California Lupus Epidemiology Study, a cohort of adults in the San Francisco Bay Area with SLE. We studied the association between major depression (score ≥10 on the Patient Health Questionnaire 8 depression scale) and T scores (scaled to population mean ± SD of 50 ± 10) on 12 PROMIS domains representing physical, mental, and social health. Mean T scores in depressed and nondepressed individuals were compared using multiple linear regression models adjusting for age, sex, race/ethnicity, disease activity, damage, body mass index, and household income.ResultsMean age of the 326 participants was 45 years; ~89% were women, 29% White, 23% Hispanic, 10% African American, and 36% Asian. One-fourth met the criteria for major depression. In multivariable analyses, major depression was independently associated with worse T scores on all 12 PROMIS domains (P < 0.001); compared with those without major depression, depressed individuals scored >10 points (1 SD) worse on fatigue, sleep impairment, negative psychosocial impact of illness, satisfaction in discretionary social activities, and satisfaction in social roles.ConclusionIn individuals with SLE, major depression is associated with markedly worse PROMIS scores in physical, mental, and social domains. Diagnosing and treating depression may help improve HRQoL in individuals with SLE