Institute of Education Sciences and National Science Foundation, Common Guidelines for Educational Research and Development. Washington, DC: IES and NSF, August 2013. Online at: https://ies.ed.gov/pdf/CommonGuidelines.pdf

Describes six types of research: 1) fundamental, 2) early-stage or exploratory, 3) design and development, 4) efficacy, 5) effectiveness, and 6) scale-up -- along with their purposes, justification, methods, and outcomes; these guidelines are to assist investigators in preparing proposals to IES and NSF. A related document, Companion Guidelines on Replication and Reproducibility in Education Research (NSF, November 2018) discusses these two additional features and how research proposals should deal with them

Science and language integration with English learners: A conceptual framework guiding instructional materials development

The purpose of this study is to present a conceptual framework that integrates science and language learning for all students, including English learners (ELs). This framework is grounded in the mutually supportive nature of science instructional shifts, spurred by A Framework for K‐12 Science Education (National Research Council, 2012. A framework for K‐12 science education: Practices, crosscutting concepts, and core ideas) and the Next Generation Science Standards (NGSS), and language instructional shifts, informed by contemporary thinking in second language acquisition. First, we describe the conceptual framework that consists of our perspective and design principles. Then, we describe one approach for using the conceptual framework to develop NGSS‐aligned instructional materials that promote science and language learning with elementary students, including ELs. Finally, we offer implications for future research for our own design research specifically and for the field more broadly. The conceptual framework highlights how substantive collaboration between content areas, such as science, and the field of EL education can help ensure that all students, and ELs in particular, are supported in meeting rigorous content standards while developing proficiency in English

Setting a Standard for Chemistry Education in the Next Generation: A Retrosynthetic Analysis

[Image: see text] A diverse and highly qualified chemistry teaching workforce is critical for preparing equally diverse, qualified STEM professionals. Here, we analyze National Center for Education Statistics (NCES) Schools and Staffing Survey (SASS) data to provide a demographic comparison of the U.S. secondary chemistry teaching population in high-needs and non-high-needs public schools as well as private schools during the 2011–2012 academic year. Our analysis reveals that the chemistry teaching workforce is predominantly white and significantly lacks in-field degrees or certification across school types, though high-needs and private schools are most affected by this lack of teacher qualification. Given these results, we attempt to retrosynthetically identify the pathway yielding a qualified chemistry teaching workforce to draw attention to the various steps in this scheme where reform efforts on the part of individual faculty, academic institutions, and organizations can be concentrated